Reimagining dialogue practices in international education
Effective dialogue is essential for fostering a cohesive, inclusive, and respectful community.
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Current practices of meetings, committees, and assemblies are well-structured and provide clear frameworks that ensure consistency and accountability.
Despite their strengths, they fall short in consensus building, tackling difficult dialogues, resolving conflicts, and promoting intellectual exchanges across rank and file. Hierarchical structures can marginalize less powerful voices, and effectively resolving differences across power differentials remains a challenge.
To address these shortcomings and create more inclusive and effective dialogue practices, we can look to various global traditions that offer unique methods for fostering open communication and consensus-building. By integrating these diverse practices into international education, we can promote a culture of mutual respect, understanding, and collaboration.
Open, Inclusive Dialogue
These practices promote open and inclusive discussions where all participants have an equal opportunity to share their views and experiences, fostering a culture of mutual respect and understanding.
Talking Circles originate from Indigenous cultures of North America and are used for conflict resolution, community meetings, and educational settings. Participants sit in a circle and use a talking piece to speak in turn. The facilitator ensures that everyone has an opportunity to speak and that the conversation remains respectful and inclusive. This method emphasizes equality, active listening, respect, and shared speaking time. Typical outcomes include improved understanding, resolved conflicts, inclusive decisions, and strengthened community ties.
Scenario: Addressing Bullying in a Multicultural School
An international school with a diverse student body faces issues of bullying stemming from cultural misunderstandings. The school decides to implement Talking Circles to address this issue. Students, teachers, and administrators sit in a circle with a talking piece. Each participant takes turns sharing their experiences and perspectives on bullying and cultural diversity. The facilitator ensures that everyone speaks and listens respectfully. Over time, these Talking Circles help students understand different cultural backgrounds, resolve conflicts, and build a more inclusive school environment.
Talanoa comes from Pacific Island cultures and is used in community meetings, policy discussions, and relationship building. The facilitator creates a relaxed environment for participants to share stories and experiences. The process is informal, emphasizing relationship building and mutual understanding. Key features include storytelling, informality, inclusivity, and relational understanding. Typical outcomes are enhanced relationships, collective understanding, shared insights, and community cohesion.
Scenario: Enhancing Parent-Teacher Relationships
To strengthen the relationship between parents and teachers in an international school, the administration organizes Talanoa sessions. These informal gatherings allow parents and teachers to share stories and experiences about their cultural backgrounds and educational expectations. The relaxed atmosphere fosters open dialogue, breaking down barriers and building mutual understanding. As a result, parents feel more connected to the school community, and teachers gain insights into the diverse needs of their students.
Deliberative Dialogue has its origins in Ancient Greece and modern democratic practices. It is used for civic education, policy discussions, and community decision-making. The facilitator introduces a topic and guides participants through a structured discussion, encouraging consideration of various perspectives and evidence before making a collective decision. Key features include reasoned argument, inclusive participation, collective decision-making, and weighing evidence. Typical outcomes are informed decisions, enhanced understanding, and increased civic engagement.
Scenario: Promoting Inclusive Dialogue on School Policies
An international school seeks to foster open and inclusive dialogue on important school policies, such as the dress code or disciplinary procedures. They organize Deliberative Dialogue sessions where students, teachers, and parents are invited to participate. The facilitator introduces the topic and ensures that everyone has the opportunity to share their perspectives. Participants engage in structured discussions, considering various viewpoints and evidence before making a collective decision. This approach emphasizes reasoned argument, inclusive participation, and collective decision-making, leading to well-informed policies that reflect the diverse community’s needs and values. This practice not only enhances understanding and engagement but also ensures that decisions are made with broad support and consideration of all voices.
Dialogue for Consensus Building
These practices emphasize dialogue with the goal of reaching a consensus that reflects the collective input and agreement of participants.
Majlis originates from the Middle East and is used for community decision-making, conflict resolution, and social gatherings. In a Majlis, participants gather in a council setting led by a respected leader or elder. The facilitator guides the discussion, ensuring respectful dialogue and aiming for consensus. Key features include respectful discussion, community engagement, consensus-building, and leadership guidance. Typical outcomes are collective decisions, resolved disputes, reinforced social norms, and community solidarity.
Scenario: Collaborative Decision-Making for School Policies
An international school seeks to update its policies on cultural celebrations and inclusivity. They hold Majlis meetings involving students, parents, teachers, and community leaders. The meetings, led by a respected facilitator, encourage respectful dialogue and aim for consensus. Participants discuss their perspectives on cultural representation in school events, working towards a policy that reflects the diverse community’s values and traditions. This process results in policies that are widely accepted and supported by the school community.
Jirga, a traditional assembly from Central Asia, particularly among Pashtun communities, is an esteemed practice for conflict resolution, community decision-making, and cultural discussions. Rooted in the teachings of Pashtunwali, Jirgas are facilitated by tribal elders who guide discussions and ensure that all perspectives are considered. These assemblies focus on resolving conflicts and making consensus-based decisions that serve the community’s best interests. Key features of Jirga include consensus-building, conflict resolution, community participation, and guided discussion. The typical outcomes are resolved conflicts, strengthened community ties, preserved cultural practices, and enhanced communal harmony.
Scenario: Establishing a New Extracurricular Program
An international school is considering the introduction of a new extracurricular program focused on environmental sustainability. To ensure that the program meets the needs and interests of the entire school community, they hold Jirga assemblies. These assemblies bring together students, teachers, parents, and local environmental experts. Facilitated by respected community leaders, the discussions focus on gathering input from all stakeholders and building a consensus on the program’s structure and activities. Through guided dialogue, participants share their ideas, concerns, and suggestions. The outcome is a well-rounded extracurricular program that reflects the collective input and agreement of the community, promoting environmental awareness and engagement across the school. This consensus-building process not only results in a program that is widely supported but also reinforces the school’s commitment to collaborative and inclusive decision-making.
Nemawashi, originating from Japan, is used for decision-making, organizational change, and project planning. The facilitator conducts informal discussions with stakeholders before formal meetings to gather input and build consensus, ensuring that formal decisions are made smoothly. This method is characterized by consensus-building, informal discussions, stakeholder engagement, and inclusive decision-making. Typical outcomes include smooth decision-making processes, stakeholder buy-in, and minimized conflicts.
Scenario: Implementing Curriculum Changes
When an international school plans to introduce significant curriculum changes, the administration uses Nemawashi to build consensus among stakeholders. Informal discussions are held with teachers, parents, and students to gather their input and address concerns before formal meetings. This inclusive approach ensures that all perspectives are considered, and any potential conflicts are minimized. By the time the formal decision is made, there is widespread buy-in from the community, leading to smooth implementation and greater support for the new curriculum.
Dialogue for Conflict Resolution and Healing
These practices focus on resolving conflicts, healing relationships, and restoring harmony within communities through structured and empathetic dialogue.
Palaver originates from West Africa and is used for conflict resolution, community decision-making, and peacebuilding. In a Palaver, community members gather in a public space, often under a large tree, to discuss issues openly and seek resolution. The process is facilitated by elders or respected leaders who mediate the discussion, ensuring that everyone has a chance to speak and that the dialogue remains respectful and focused on finding a consensus. Key features of Palaver include inclusivity, respect for elders, consensus-building, and open dialogue. The typical outcomes are resolved conflicts, strengthened community bonds, restored peace, and social harmony.
Scenario: Community-Wide Conflict Resolution
When a significant conflict arises between the school’s administration and a group of parents over the handling of cultural sensitivity issues, a Palaver is called. Held in a communal space, the discussion involves students, parents, teachers, and administrators. Facilitated by a respected elder, the dialogue is open and inclusive, allowing all parties to express their concerns and seek a consensus-based resolution. This process not only resolves the conflict but also strengthens the community bonds and restores trust.
Restorative Dialogue has its roots in various Indigenous cultures, including Maori and Native American tribes. It is used for conflict resolution, restorative justice programs, and community building. The facilitator brings together parties involved in a conflict and guides them through a structured process of sharing perspectives and working towards reconciliation. Key features include reconciliation, empathy, active listening, and mutual understanding. Typical outcomes are resolved conflicts, healed relationships, and restored community harmony.
Scenario: Healing After Disciplinary Actions
After a series of disciplinary actions against students for various infractions, the school implements Restorative Dialogue to heal relationships. The facilitator brings together the affected students, teachers, and any harmed parties to share their perspectives and work towards reconciliation. This structured process helps students understand the impact of their actions, fosters empathy, and promotes a restorative approach to discipline, ultimately leading to a more supportive and understanding school environment.
Zhongyong, also known as the Doctrine of the Mean, is a core concept of Confucian philosophy originating in China. Zhongyong emphasizes the importance of moderation, balance, and harmony in all aspects of life. The facilitation process involves encouraging balanced moral reasoning and mediating discussions to ensure fair and equitable outcomes. Key features of Zhongyong include its focus on balance, ethical mediation, and the maintenance of harmony. Typical outcomes are harmonious conflict resolutions, balanced and fair decisions, enhanced mutual respect, and long-term stability in relationships.
Scenario: Mediating Ethical Dilemmas
In an international school facing ethical dilemmas, such as balancing cultural practices with school policies, Zhongyong principles are applied to mediate discussions. A facilitator encourages balanced moral reasoning and guides participants — students, teachers, and administrators — through moderated discussions. The focus is on finding harmonious resolutions that respect cultural differences while maintaining school integrity. This approach leads to fair and balanced decisions, enhancing mutual respect and fostering long-term stability in relationships within the school.
Intellectual Exchanges
These practices focus on the exploration of ideas through informal and formal inquiry
Coffeehouse Salons, influenced by the Ottoman Empire and popular in North Africa and the Middle East, particularly Egypt, serve as venues for intellectual exchange, political discussion, and cultural debate. These informal gatherings facilitate discussions on a wide range of topics, guided by a host or facilitator to ensure productive and engaging conversation. Typical outcomes include enhanced intellectual and cultural understanding, networking among intellectuals, and the promotion of new ideas and cultural movements.
Scenario: Promoting Intellectual and Cultural Exchange
To encourage intellectual and cultural exchange among students, the school hosts regular Coffeehouse Salons. These informal gatherings provide a space for students to discuss a wide range of topics, from global politics to cultural traditions, guided by a knowledgeable facilitator. The relaxed environment encourages open dialogue, helping students broaden their perspectives, enhance their critical thinking skills, and appreciate diverse viewpoints.
Speaker’s Corner, originating from the United Kingdom, is used for public speaking, debate, and social commentary. Individuals speak publicly on various topics in a designated open space. There is no formal facilitator, but the environment encourages free speech and public debate. Key features are free speech, public debate, diverse viewpoints, and an informal setting. Typical outcomes include increased public engagement, diverse perspectives, and enhanced public speaking skills.
Scenario: Encouraging Free Expression and Debate
An international school creates a designated area in its courtyard as a “Speaker’s Corner” where students and staff can freely express their opinions on various topics. Each week, a different theme is chosen, such as environmental issues, cultural diversity, or global politics. Participants are encouraged to speak publicly, share their viewpoints, and engage in debates. This practice fosters an environment of free speech, encourages public speaking skills, and promotes a culture of open dialogue and diverse perspectives within the school community.
Kitabkhana, originating from Persian and South Asian cultures, serves as a vibrant forum for literary discussions and scholarly debate. Typically held in private homes or libraries, these sessions were facilitated by a learned host who ensured a respectful and scholarly atmosphere. Key features of Kitabkhana include literary critique, manuscript reading, intellectual debate, and cultural preservation. The typical outcomes are enhanced literary skills, intellectual development, and cultural enrichment.
Scenario: Fostering Literary and Scholarly Engagement
An international school with a strong emphasis on literature and humanities organizes Kitabkhana sessions. Students and teachers gather to read and discuss literary works from various cultures, facilitated by a well-read host. These sessions promote literary critique, intellectual debate, and cultural preservation, enriching the students’ understanding of global literary traditions and fostering a dynamic intellectual community.
Integrating diverse dialogue practices from around the world into the fabric of international education can enhance intercultural understanding, community cohesion, and intellectual growth. These practices not only address the limitations of traditional dialogue structures but also honor and leverage the rich cultural heritages of their diverse student, parent, and teacher bodies. In doing so, international schools can cultivate environments where every voice is heard, differences are respected, and collective wisdom is harnessed to build a more harmonious and intellectually vibrant community.
