Further to recent comments on Queen’s University’s “dialogue facilitators,” this may be of interest. The university’s Intergroup Dialogue Programme is outlined here in marvellously woolly and tendentious terms. The preoccupation with “groups,” “social justice” and “social identities” is quite striking, as is the potential for contradiction with “fostering critical knowledge” and “authentic dialogue”. Given the opaquely technocratic language and its numerous assumptions, it’s difficult to be sure what the actual objective is: 

IGD theory and practice has been influenced by both the human relations approach and the social re-constructionist approach, striking a balance between emphasizing positive intergroup relations and critical understanding of social inequalities. Using critical social pedagogies and social justice education theory and practice, IGD integrates content and process in teaching and learning about social justice issues.

Perhaps it’s imagined that “critical knowledge” and “authentic dialogue” are synonymous with deference to some leftist formulation of “social justice” – a term used continually but never quite defined. Sceptics among us may wonder if the objective really is to inhibit the shouting of racist epithets, etc – behaviour quite rare on university campuses and doubtless covered by existing codes of conduct. Some may even suspect that the purpose of the exercise is simply the opportunist propagation of “social justice theory.” Either way, “dialogue facilitators” will be trained in “issues of social identity, power and privilege and social justice” and will “facilitate proactive opportunities” for students to “reflect on intergroup issues.” “Positive spaces and mindsets” will, of course, be created.