Dialogic Pedagogy in Equity, Diversity, and Inclusion (EDI) Learning – Year Two

This project examines multidisciplinary methodologies in adult Equity, Diversity, and Inclusion (EDI) education, particularly focusing on strategies involving dialogic processes. Dialogic modes in learning broadly refer to activities of collaborative meaning-making through shared expression and communication rather than monologic processes, whereby fixed meaning is transferred through a one-way approach. As the demand for more conscientious pedagogical strategies to develop individuals’ awareness of EDI concepts is rising across organizations in North America and beyond, this project aims to generate more impactful, sustainable, and effective learning designs for individual and organizational learning. This project has three objectives: 1) to build a repository of integrated interdisciplinary strategies for EDI learning optimization, 2) to examine the granular processes, goals, and impact of dialogic modes in EDI pedagogy and practice, and 3) to generate new methodologies for adult EDI learning that maximize the effects of dialogic processes to stimulate learners’ awareness, knowledge, skills, and action.

Faculty Supervisor:

Sonia Kang

Student:

Partner:

The Humphrey Group

Discipline:

Sociology

Sector:

Education

University:

University of Toronto

Program: