On April 4 and 5, Upper School students and faculty participated in programming to support the practice of intercultural dialogue. The Dialogue Across Difference program was led by Chad Detloff, Director of Professional Learning and Curriculum at the Global Education Benchmark Group (GEBG), a network of independent schools who believe in bringing the idea of intercultural dialogue to students globally. Rye Country Day is one of 23 leading partner schools in GEBG’s virtual dialogue program across the United States and Canada. 

After introducing the concept of intercultural dialogue to the entire Upper School division, Mr. Detloff worked with smaller focus groups of Upper School students and faculty members whose goals were to receive training on dialogue facilitation and to identify competencies for a dialogue program. This work represents the early stages of developing a framework for a dialogue curriculum at RCDS, guided by the GEBG model. The student and faculty leaders who participated are now equipped with strategies to train the next cohort of their peers moving forward. 

The skill of being able to connect with others through dialogue—a type of exchange that is distinctive in its nature and not to be conflated with debate, discussion, or conversation—was the focus of Mr. Detloff’s visit. Upper Schoolers learned that dialogue does not intend to prove, explain, or universalize; it is instead an ongoing process in which participants are committed to open-mindedness and intercultural communication. The result of effectively practicing dialogue is empathy and a stronger sense of self for all. In addition, the skills of dialogue are extremely beneficial when talking about difficult or challenging topics with others with varying viewpoints.

Many thanks to Mr. Detloff for an engaging and meaningful two-day visit and to GEBG for partnering with RCDS on this important work!

The ability to engage in dialogue is one of the most important skills we, as educators, can teach our students and practice ourselves. It is essential for all communities—global, national, and local—that want to actively foster a sense of belonging and inclusion. Our work with GEBG has been critical as we craft a dialogue curriculum for RCDS that will enable our students not only to thrive but also to lead in a world where polarization and isolation are increasingly becoming the norm. I am in awe of this group of students and faculty, and I have overflowing hope for RCDS.

—Meredith deChabert, Assistant Head of School for Academics, Institutional Research, and Data