
Contents
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Introduction to the Field of Dialogue and Deliberation Introduction to the Field of Dialogue and Deliberation
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Definition of Terms Definition of Terms
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Context and Assumptions Context and Assumptions
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Key Design Considerations Key Design Considerations
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Social Technologies for Higher Education Social Technologies for Higher Education
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World Café and Conversation Café World Café and Conversation Café
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National Issues Forums and Citizen Choicework National Issues Forums and Citizen Choicework
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Study Circles Study Circles
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Learning Circles Learning Circles
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Intergroup Dialogue Intergroup Dialogue
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Public Conversations Project Public Conversations Project
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Victim-Offender Mediation Victim-Offender Mediation
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Summary Tables Summary Tables
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Reasons for Selection and Adaptations for Higher Education Reasons for Selection and Adaptations for Higher Education
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World Café and Conversation Café World Café and Conversation Café
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National Issues Forums and Citizen Choicework National Issues Forums and Citizen Choicework
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Study Circles Study Circles
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Learning Circles Learning Circles
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Intergroup Dialogue Intergroup Dialogue
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Public Conversations Project Public Conversations Project
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Victim-Offender Mediation Victim-Offender Mediation
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Personal Qualities of Dialogue and Deliberation Leaders Personal Qualities of Dialogue and Deliberation Leaders
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Conclusion Conclusion
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Notes Notes
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5 Let’s Talk: Dialogue and Deliberation in Higher Education
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Published:October 2011
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Abstract
This chapter discusses the concept of social technologies to examine the use of dialogue and deliberation within the context of higher education. Social technologies are named, structured processes developed over time and honed through repetition and refinement. There are two types of social technologies: World Café and Conversation Café. An organizer of World Café proposes a series of questions on the framed dialogue topic and initiates rotations before each question, whereas Conversation Café is more likely to involve larger groups at a single table and an organizer who initiates and facilitates the dialogue. In both café forms, all entrants are encouraged to participate in the dialogue. Many faculty members have used these technologies in their classrooms either to address the development of dialogue and deliberation skills or as a participatory means to address an issue related to course content.
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