Embracing Intergroup Dialogue for a Thriving Democracy: The Role of Teacher Education Programs in Bridging the Gaps

Abstract For democracy to thrive in a pluralistic society, there must be meaningful and sustained intergroup and interracial dialogues that support citizens of all backgrounds in understanding their shared humanity so that they may work together to address societal challenges. This article begins by using critical race theory (CRT) as an analytical framework to explore instructional approaches that preservice and in-service teachers might use to dissect related information for cultural competency. Thompson and Cuseo’s (2020) four-stage model (awareness, acknowledgment, acceptance, and action) for overcoming biases and appreciating diversity is then presented as an effective pedagogical approach for constructive dialogues. The author then outlines examples of organizations employing dialogic frameworks that reflect Thompson and Cuseo’s (2020) four-stage model, which are relevant for overcoming biases and appreciating diversity, and may be utilized by preservice teachers, as well as those working outside of the classroom.