With intergroup conflict on the rise, we are reminded of the integral role higher education can play in preparing students for life and leadership in an increasingly diverse, complex, and often polarized society. Though intergroup relations may be as amicable as they have ever been in some ways, living in an increasingly globalized world with unprecedented technological capacity to share thoughts and feelings instantly creates the potential for intergroup conflict to become a part of daily life like never before. Being able to navigate the complex interpersonal and organizational dynamics associated with leading diverse groups will require leadership faculty and their students to continually augment what they know (i.e., their understanding and awareness of diversity issues) and what they can do (e.g., creating inclusive environments, facilitating high-stakes conversations, responding to intergroup conflict). In addition to applying principles and practices that leadership scholars have found to be effective in leading diverse groups, leadership education can continue to benefit from the integration of scholarship from multiple fields related to diversity and social justice. In this paper, we draw attention to research on college teaching and learning, which is useful in considering how the instructional choices of leadership faculty influence their students’ leadership development. Specifically, we consider how empirically-supported principles and practices of dialogic pedagogy can be incorporated into leadership education. When effectively facilitated, research has found such personal, dialogic interactions to enhance intergroup understanding, relationships, and collaboration among participants in a variety of contexts. Outcomes such as these will become increasingly important in an increasingly diverse and complex society in which leadership students will fulfill leadership roles.
|Journal||Journal of Leadership Studies|
|State||Published - Dec 1 2020|