Reflective Practice of Islamophobia Intergroup Dialogues in Higher Education

Abstract

Hendricks, F. (2020). Reflective Practice of Islamophobia Intergroup Dialogues in Higher Education Background. Journalof EducationinMuslimSocieties,2(1),97–106.DOI10.2979/jems.2.1.07 • Copyright © 2020 International Institute of IslamicThought Reflective Practice of Islamophobia Intergroup Dialogues in Higher Education Fatima Hendricks Introduction T his practitioner’s note integrates reflections from a year of graduate coursework in the International Training and Education Program in the School of Education at American University (AU), and the role of intergroup dialogue facilitator at the Intergroup Dialogue Program on Islamophobia at the Center for Diversity and Inclusion during the fall, winter, and spring of 2019–2020. My graduate studies were undertaken while serving in the capacity of the International Institute of Islamic Thought (IIIT) and AU School of Education, International Training Education Program (ITEP) Partnership in Advancing Education in Muslim Societies (AEMS track). Intergroup dialogues enable facilitators and dialoguers to bring a self-reflexive approach to Islamophobia, applying a dialogue education approach at a time of significant divisiveness in the national milieu. The methodology of intergroup dialoguing personifies the integration of theory Fatima Hendricks is an occupational therapist, educator, and children’s author working at the intersection of health and education. Working in South Africa, Fatima has served as a community organizer, trainer and dialogue facilitator, and has diverse program development experience in grassroots programs for youth leadership development, 16 Days of Activism Against Gender-Based Violence, refugee anti-racism and xenophobia work, and nonviolence and peace with the Medina Institute Center for Non-violence and Peace Studies, to name a few. She is a graduate of the American University School of Education’s International Training & Education Program, through the partnership and support of the International Institute of Islamic Thought (IIIT). Her areas of academic specialization include management, information management, and Islamic studies. She is currently an Assistant Professor at Chicago State University. 98 JournalofEducationinMuslimSocieties · Vol. 2, No. 1 and practice to reflect the rigor, respect for, and commitment to the overall mission of the School of Education, to coconstruct learning and prepare students to transform societies through education. In parallel to the journey of intergroup dialoguing at AU since 2004, training program design at AU has for the past two decades worked to enable facilitators with systems thinking for change agency. Specifically, the Islamophobia Intergroup Dialogues process located in the Center of Diversity and Inclusion weaves together key ITEP course concepts into a provocative and illuminating experience using mastery of key design, facilitation, and critical/systems analysis skills. Intergroup dialogue utilizes the four-stage educational intergroup dialogue model that focuses on building relationships, exploring systemic group differences and similarities, examining controversial issues, and action planning and alliance building (Zúñiga, Nagda, Chesler, & Cytron-Walker, 2007). Specifically, the goals of the Islamophobia Intergroup Dialogues are to (a) unpack Islamophobia by engaging across difference of perspectives and identities; (b) foster intergroup community through a diversity of identities; (c) explore personal experiences and societal impacts of Islamophobia; (d) provide tools for navigating difference on and off campus. The three key intended outcomes of the Islamophobia Intergroup Dialogues are to (a) raise consciousness by helping participants explore their own and others’ social identities/statuses, and the role of social structures in relationships of privilege and inequality; (b) build positive relationships across differences and conflicts; and (c) strengthen individual and collective capacities to foster intergroup collaboration for personal and social responsibility to promote social justice. At a macro level, higher educational institutions in the United States are increasingly engaging in addressing Islamophobia needs underpinned by the increasing incidents of Islamophobic attacks toward Muslims. Hence, AU’s initiatives of addressing religious bigotry through intergroup dialogues and mini grants for diversity and inclusion trainings is part of a larger tapestry of efforts to stem the tide against Islamophobia in internationalized higher education. Key Reflections The purpose of this practitioner’s note is to critically reflect on lessons learned from the Islamophobia Intergroup Dialogues in order to draw valuable conclusions that may improve future practice. Reflecting on action is important to reviewing, analyzing, and evaluating past practice ReflectivePracticeofIslamophobiaIntergroupDialoguesinHigherEducationBackground · Hendricks99 in order to gain insights that can shape future practice (Finlay, 2008). On a higher level, critical reflection provides the opportunity...