Critical Race Study of Intergroup Dialogue Facilitator and Student Experiences in Virtual Learning

Abstract

This qualitative case study examined how virtual intergroup dialogue (IGD) courses at a Mid Atlantic university impacted teaching and learning of power, oppression, and justice. Utilizing case study methodology and Critical Race theory (CRT), the research team explored the teaching and learning experiences of four facilitators and three students who taught or participated in IGD courses related to topics of race, gender, socioeconomic status, and religion and spirituality. Findings from the study highlighted challenges that facilitators and students faced while navigating a dominant ideology on a historically white campus, various social identities and educational backgrounds, and sharing a commitment to social justice outside the classroom with those of differing viewpoints. This study is significant because it is one of the first of its kind to document teaching and learning of participants in a virtual IGD course, examined through a CRT lens.