Abstract
Increasingly, students are facing hostility and violence as a result of one or more of their social group memberships. Such prejudicial attitudes and actions contribute to antagonistic intergroup relationships in public schools (i.e., K–12). This article examines dialogic approaches to prejudice reduction, with a specific emphasis on intergroup dialogue in public K–12 schools. Evidence-based steps and strategies that educators can use to develop intergroup dialogue competencies and cultivate a more dialogic environment in their schools and classrooms are also introduced.
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Bilingual, Multilingual, and Multicultural Education Commons, Educational Leadership Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Other Education Commons, Other Teacher Education and Professional Development Commons, Secondary Education Commons, Social and Philosophical Foundations of Education Commons
