Due to continuing immigration and increasing racial and ethnic inclusiveness, higher education institutions in the United States are likely to grow ever more diverse in the 21st century. This shift holds both promise and peril: Increased inter-ethnic contact could lead to a more fruitful learning environment that encourages collaboration. On the other hand, social identity and on-campus diversity remain hotly contested issues that often raise intergroup tensions and inhibit discussion. How can we help diverse students learn from each other and gain the competencies they will need in an increasingly multicultural America? Dialogue Across Difference synthesizes three years’ worth of research from an innovative field experiment focused on improving intergroup understanding, relationships and collaboration. The result is a fascinating study of the potential of intergroup dialogue to improve relations across race and gender. First developed in the late 1980s, intergroup dialogues bring together an equal number of students from two different groups – such as people of color and white people, or women and men – to share their perspectives and learn from each other. To test the possible impact of such courses and to develop a standard of best practice, the authors of Dialogue Across Difference incorporated various theories of social psychology, higher education, communication studies and social work to design and implement a uniform curriculum in nine universities across the country. Unlike most studies on intergroup dialogue, this project employed random assignment to enroll more than 1,450 students in experimental and control groups, including in 26 dialogue courses and control groups on race and gender each. Students admitted to the dialogue courses learned about racial and gender inequalities through readings, role-play activities and personal reflections. The authors tracked students’ progress using a mixed-method approach, including longitudinal surveys, content analyses of student papers, interviews of students, and videotapes of sessions. The results are heartening: Over the course of a term, students who participated in intergroup dialogues developed more insight into how members of other groups perceive the world. They also became more thoughtful about the structural underpinnings of inequality, increased their motivation to bridge differences and intergroup empathy, and placed a greater value on diversity and collaborative action. The authors also note that the effects of such courses were evident on nearly all measures. While students did report an initial increase in negative emotions – a possible indication of the difficulty of openly addressing race and gender – that effect was no longer present a year after the course. Overall, the results are remarkably consistent and point to an optimistic conclusion: intergroup dialogue is more than mere talk. It fosters productive communication about and across differences in the service of greater collaboration for equity and justice. Ambitious and timely, Dialogue Across Difference presents a persuasive practical, theoretical and empirical account of the benefits of intergroup dialogue. The data and research presented in this volume offer a useful model for improving relations among different groups not just in the college setting but in the United States as well.

Cross-disciplinary scientific collaboration is emerging as standard operating procedure for many scholarly research enterprises. And yet, the skill set needed for effective collaboration is neither taught nor mentored. The goal of the Toolbox Dialogue Initiative is to facilitate cross-disciplinary collaboration. This book, inspired by this initiative, presents dialogue-based methods designed to increase mutual understanding among collaborators so as to enhance the quality and productivity of cross-disciplinary collaboration. It provides a theoretical context, principal activities, and evidence for effectiveness that will assist readers in honing their collaborative skills. Key Features Introduces the Toolbox Dialogue method for improving cross-disciplinary collaboration Reviews the theoretical background of cross-disciplinary collaboration and considers the communication and integration challenges associated with such collaboration Presents methods employed in workshop development and implementation Uses various means to examine the effectiveness of team-building exercises Related Titles Fam, D., J. Palmer, C. Riedy, and C. Mitchell. Transdisciplinary Research and Practice for Sustainability Outcomes (ISBN: 978-1-138-62573-0) Holland, D. Integrating Knowledge through Interdisciplinary Research: Problems of Theory and Practice (ISBN: 978-1-138-91941-9) Padmanabhan, M. Transdisciplinary Research and Sustainability: Collaboration, Innovation and Transformation (ISBN: 978-1-138-21640-2)

Enhancing Communication & Collaboration in Interdisciplinary Research, edited by Michael O'Rourke, Stephen Crowley, Sanford D. Eigenbrode, and J. D. Wulfhorst, is a volume of previously unpublished, state-of-the-art chapters on interdisciplinary communication and collaboration written by leading figures and promising junior scholars in the world of interdisciplinary research, education, and administration. Designed to inform both teaching and research, this innovative book covers the spectrum of interdisciplinary activity, offering a timely emphasis on collaborative interdisciplinary work. The book’s four main parts focus on theoretical perspectives, case studies, communication tools, and institutional perspectives, while a final chapter ties together the various strands that emerge in the book and defines trend-lines and future research questions for those conducting work on interdisciplinary communication.

Film Dialogue is the first anthology in film studies devoted to the topic of language in cinema, bringing together leading and emerging scholars to discuss the aesthetic, narrative, and ideological dimensions of film speech that have largely gone unappreciated and unheard. Consisting of thirteen essays divided into three sections: genre, auteur theory, and cultural representation, Film Dialogue revisits and reconfigures several of the most established topics in film studies in an effort to persuade readers that "spectators" are more accurately described as "audiences," that the gaze has its equal in eavesdropping, and that images are best understood and appreciated through their interactions with words. Including an introduction that outlines a methodology of film dialogue study and adopting an accessible prose style throughout, Film Dialogue is a welcome addition to ongoing debates about the place, value, and purpose of language in cinema.

Post-revolution states often find that once dictators have been deposed, other problems arise, such as political polarization and the threat of civil war. A respected commentator on Middle Eastern politics, Ibrahim Fraihat examines three countries grappling with political transitions in the wake of the Arab Spring: Yemen, Libya, and Tunisia. Drawing on extensive research and interviews, Fraihat argues that to attain enduring peace and stability, post-revolution states must engage in inclusive national reconciliation processes with the support of women, civil society, and tribes.

"Bullets don't just travel through skin and bone. They travel through time." These words were tattooed onto the shoulder of a young woman whose father was shot during "The Troubles" in Northern Ireland. This wrenching, volatile but also binding truth is the subject of this book. It's a truth about traumatic experiences that happen to a family, but also to a society, and to the organizations that link these intimate units with the larger context of history and culture. It's also a truth about the way trauma plays out over time, including between generations. Grounded in Erik Erikson's "way of looking at things", the book is a journal of encounters between clinical psychoanalysis and other disciplines, and an inquiry into what might be learned there for both. Sometimes that learning has to do with trauma: the way in which what can't be emotionally contained, thought about or spoken in one part of a system is passed along, with disorganizing, sometimes heartbreaking consequences, to another. After a reflection on dignity, the book examines intergenerational trauma in families, including Erikson's. It then illustrates how trauma to organizations slips below the threshold of awareness and yet continues to wear down its members. The final section examines aspects of the larger society, including radicalization, war trauma, the pandemic and cultural healing. What emerges is the sober yet hopeful truth that what people discover by taking their own emotional experiences seriously, though that might markedly differ from what is accepted in the everyday world, is a primary path toward recovery from trauma.

This book provides an overview of the National Dialogue design process in fragile settings at the national, regional, and international levels in the MENA region. It provides a comparative analysis at the international level by examining the Yemeni NDC 2013 with those of Afghanistan and Ethiopia, and at the regional level, focusing on Iraq and Tunisia. It also goes beyond the traditional exploration of political and social conflicts by adding a rich theoretical layer of analysis of Humanitarian Aid and its contribution to war economies in the Arab region. Finally, it examines the news frames used in the coverage of the conflicts in the Middle East and North Africa and takes one step further to integrate a media lens by analysing the extent of the media coverage devoted to the Yemeni and Syrian wars by four prestigious European online news platforms. This incisive book presents a radical contrast between the on-ground reality of the conflicts in the region, distinguished by various social, political, economic, geographic, and humanitarian challenges, and its discordant abstract portrayal in European online media.