Communities of Student-Led Dialogue

In response to the growing emphasis on civic engagement and social responsibility within Canada’s post-secondary education landscape, this qualitative study explores the transformative potential of student-led dialogue in fostering leadership and sustained social action. Traditional pedagogy has primarily focused on educator-led models to promote student engagement. However, there has been less research on the effectiveness of student leadership roles in driving peer-to-peer social action, motivation and learning. This research investigates the role and experiences of thirteen student facilitators in a Compelling Conversation (CC) workshop at a Canadian Changemaker College. Through semi-structured interviews, analyzed thematically from a contextualist perspective, the study examines how leadership, empowerment, and critical reflection emerge within peer-led environments. Findings reveal that student facilitators, when supported through inclusive and dialogic spaces, successfully cultivate reflective peer engagement, build confidence, and develop leadership skills. Key conditions, such as openness, connectivity, and perspective sharing, were found to be instrumental in students expressing motivation to extend their social justice efforts beyond the workshop setting. The discussion situates these outcomes within broader discourses on participatory leadership and student subjectification, arguing for the integration of student-led pedagogical models that promote critical hope and inclusive social innovation. Ultimately, the study concludes indicating the empowerment of students as autonomous agents of change enhances their capacity to navigate complex societal challenges with agency, confidence, and sustained commitment to social justice.