The Problematics of Dialogue and Power.
Hammond, Anderson, & Cissna (2003). Communication Yearbook, 27, 125-157.
In this article, the authors describe key characteristics of dialogue, including immediacy of presence, emergent unanticipated outcomes, recognition of strange otherness, collaborative orientation, vulnerability, mutual implication, temporal flow, and genuineness and authenticity.
Dialogue As A Tensional, Ethical Practice.
Stewart & Zediker (2000). Southern Communication Journal, 65, 224-242.
The authors of this article put forth the view that dialogue should be approached as a distinct and potentially useful form of human communication which operates as a dynamic tensional practice. A primary tension is defined for dialogue participants whereby they must navigate between letting the other happen to me (being open to the other) and holding my own ground. The Author highlights that in order to successfully exist within this tension one must be willing to taking action and making ethical decisions in "real world" situations.
Understanding and Developing Controversial Issues In College Courses
Gainey & Payne (2003). College Teaching, 51(2) 52-58.
Discussing controversial issues in the classroom is one way college instructors can enhance a students ability to think critically about the world around them. These Authors also suggest useful methods for encouraging enlightening discussions using verbal and physical cues, student-centered activities, and text selection.
Strategies to Prevent and Reduce Conflict in College Courses
Meyers, S. (2003). College Teaching, 51(3), 94-98.
Discussing difficult topics in the classroom can be distressing and disruptive for some faculty. This Author provides techniques and recommendations that faculty can use to reduce the development of negative emotions and conflict in their classrooms. There are also detail strategies after conflict occur.
The Right Time and Place for Big Questions
Conner, W. (2006). The Chronicle of Higher Education: The Chronicle Review, 52(40), B8.
Author suggests that providing student with the opportunity to discuss religious matters and spirituality (meaning and purpose of life) could serve as more-effective teaching. The Author provides faculty input and perspectives on addressing big questions.