Our path unwinding: conversations and reflections on diversity through dialogue

This qualitative autoethnography has stemmed conceptually out of the increasing demand for dialogue processes in social justice and diversity education. This inquiry illustrates how an African American male graduate student and instructor reflected on semi-structured critical dialogue processes in and out of the classroom as experienced by students, staff, and colleagues and explored the use of the passion, awareness, skills, and knowledge necessary for this work. The instructor's process of self-discovery through journal reflection, conversations with colleagues, and student evaluations all contributed to the study's distinctive teachable moments; responding versus reacting; intent and impact to his role as both a teacher and a learner. This study offers pragmatic recommendations for dialogue facilitators and administrators to consider in their supportive practices for social justice, inclusion, and equity.