What is Civic Dialogue?

The word “dialogue” originates in Greek. If we look at the root, “dia,” which means “through,” and the base, “logue” which comes from “logos” which means “word” or “meaning” or “reason,” then we can see that “dialogue” actually means “the meaning or reasoning that flows within us.” Elements of this deeper understanding of the word include an emphasis on questions, inquiry, co-creation, and listening, the uncovering of one’s own assumptions and those of others, a suspension of judgment and a collective search for truth. A dialogue is a conversation “with a center, not sides” (Pioneers of Change Associates, 2006).

Civic dialogue is a process where two or more parties with differing viewpoints work toward common understanding in an open-ended, (usually) face-to-face format (Korza et al., 2005). Civic dialogue creates conditions for people to participate in shaping their environment. “Civic Dialogue is public dialogue in which people discuss civic issues, policies or decisions of consequence to their lives, communities and society. Civic dialogue is intentional and purposeful. Dialogue organizers have a sense of what difference they hope to make and participants are informed about why the dialogue is taking place and what may result. Civic dialogue explores the dimensions of the civic or social issue, working toward common understanding in an open-ended discussion. It engages multiple perspectives on an issue, including potentially conflicting and unpopular ones rather than promoting a single point of view” (Abram, 2004). It is also known by other terms, such as constructive or creative controversy, appreciative inquiry, open inquiry, dialogic pedagogy, etc.

Civic dialogue is also a “public conversation about civic issues, policies, or decisions of consequence to people’s lives, communities, and society. These dialogues can engage multiple perspectives on an issue, including potentially conflicting and unpopular ones, rather than presenting a single point of view. By being encouraged to challenge and refine their own perspectives, visitors and stakeholders are inspired to become active participants in shaping their own futures” (Addams, 2004). According to McCoy (1997), civic dialogue is “is a face-to-face discussion among community members on matters of common concern and social/political importance.”

Additionally, “dialogues are organized for a variety of reasons, and can be designed for small groups, entire communities, or any group in between. People engage in dialogue to educate themselves, to challenge themselves, to establish new relationships and new community networks, to find ways to change their own behavior, to work with others to solve community problems, and to help create much larger political change in their communities” (Heierbacher, 1999).

Civic dialogue does multiple things. It engages students to learn different angles to civic issues, and it encourages a thinking process of negotiating different ideas. In other words, civic dialogue fosters an understanding of critical issues and enhances critical perspectives of those issues. What’s more, dialogic communication creates a sense of empowerment for students since their experiences and needs are allowed to emerge in discussions, as opposed to top-down instruction from faculty members (Shor, 1992).

  What Civic Dialogue is Not