• Community Service Learning
    • Brief Overview
    • SERVICE LEARNING PARTICIPATION
    • SERVICE LEARNING LEARNING OUTCOMES
    • How to Complete SERVICE LEARNING
  • WHAT IS SERVICE LEARNING
    • HOW CAN I BE SUCCESSFUL WITH SERVICE PROJECTS>
      • What are my responsibilities?
    • SERVICE LEARNING GUIDELINES>
      • Personal Inventory
      • SL ACTIVITY PROPOSAL CHECKLIST>
        • PROJECT TIMELINE
      • SL RELFECTION
      • MANAGEBAC>
        • MANAGEBAC STUDENT GUIDE
      • Complete ME before you meet?
  • Global Citizens Program
    • GCP/ CSL Course Learning Objectives:
    • WHY COMMUNITY SERVICE LEARNING>
      • GCP/CSL CHARACTER BUILDING
    • GCP UNIT>
      • Unit 1 – WHO AM I?
      • UNIT 2 -The World Around us>
        • How does Unit 2 relate to CSL
      • Unit 3- Effective Communication>
        • Authentic dialogue
        • Effective Team Project Planning
      • Unit 4 – FIVE Stages of Service Learning>
        • 5 STAGES OF SERVICE LEARNING>
          • GETTING YOUR PROJECT STARTED
          • CSL ACTIVITY PROPOSAL
          • CSL RELFECTION
      • Unit 5 – Social Justice and Global Issues
    • Assessment Rubrics
  • SERVICE LEARNING TOOLBOX
    • Request to Initiate Campus-Community Partnership>
      • Risk Management in Service Learning
    • INVESTIGATION PREPARATION>
      • Initial INVESTIGATION Planning List
      • Community Needs Assessment Guide
    • Importance of Student Reflection>
      • Student Skills Framework Reflection Guide
      • REFLECTION MODELS>
        • Writing a Reflection for CSL
        • Writing Reflection for CAS
        • REFLECTION QUESTION MODELS
        • ORID MODEL
      • How can reflection be facilitated in the classroom?
    • Essential Community Service Toolkit
  • SERVICE LEARNING PHOTO GALLERY
    • Service Photo Gallery
    • AFRIKA TIKKUN TREE PLANTING
    • VIDEO GALLERY
  • DISCUSSION FORUM
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Community Service Learning

Dialogic Roles

Isaacs (1999) identified four fluid roles that all of us are encouraged to learn in order to be great at dialogue. The roles are “mover”, “opposer”, “lover”, and “bystander”. It is important, in effective dialogue, that people are supported to enhance their capacities to flow between all of these roles as appropriate. It is only when all four roles are in even tension that a dialogue is whole.

We have some in our communities and organizations who are the “movers and shakers” and they may prefer to always lead from this role and diminish the significance of the other roles in their leadership. There are others who have adapted to existing leadership dynamics and established a firm footing as the opposer who consistently challenges convention, but does not fluidly assume the other roles as well. This is the person who becomes typecast as the “cynic” and in particularly problematic organizational cultures and with lack of self-care, becomes a “frustrated cynic”.

 The “lover” is the person who adopts a leadership support posture and pays attention to what they perceive to be plausible or good enough ideas proposed by leadership and strongly endorse these views in order to build momentum behind the leader’s ideas.

This form of loving can often be synonymous with loyalty, and it is not healthy in organizations or communities for people to become frozen in this role. The bystander, in health, is a critical role of appreciative listening that supports everyone in suspending judgment and getting all perspectives equally aired. In poor health, the bystander is a person frozen in an outsider role who pushes for inter-subjective understanding, but whose practical example of listening to the whole is persistently peripheralized.


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