Academic literature on the topic 'CaLD families' engagement'

Culturally and linguistically diverse (CALD) mothers with young children face multiple inequities in accessing primary health services, such as language barriers, social isolation, low health literacy, and the availability of appropriate interpretation services. These inequities are persistent and indicate that child and family health nurse (CFHN) services, the providers of primary healthcare in many developed countries, require better support to address the needs of these families. This study engaged with CFHNs and healthcare interpreters to co-design a model of support for practice using workshops that included individual and collective brainstorming and visual representations. Transcripts of the discussion were analysed using thematic analysis. CFHNs and interpreters were able to articulate their perfect service model: a central multidisciplinary team of CFHNs, interpreters, and bilingual educators who could facilitate nurse–interpreter and nurse–interpreter–client relationships, allowing CFHNs and interpreters to do their jobs properly. This central structural component would support and be supported by rapport, trust, client choice and access, continuity of care, and cultural comfort. The study concluded that CALD mothers’ access and engagement require CFHNs to have support for their cultural comfort through the mechanism of bilingual educators and the expansion of healthcare interpreters’ role and scope in working with CFHNs in the delivery of services.

Pre-K seems to be the new kindergarten. Parents and caregivers are faced with increasing pressure to ensure their children are school ready.Every parent and caregiver possesses these skills; however, a little extra support and guidance can go a long way in a child’s literacy development. Pre-K is a great place for children to build and learn new literacy and social emotional skills. Teachers are there to help the families begin navigating the school system and to give their children the building blocks to become successful lifelong learners. However, this process begins long before a child enters school. Often, the first time children and families are exposed to these skills is at their local library, either through activities geared towards families or through partnerships with pre-K and daycare classrooms.

As part of a system-wide family engagement outreach effort to promote early literacy in low-income communities, Baltimore County (MD) Public Library staff visit all WIC (Women, Infants, and Children) centers in Baltimore County monthly. At these visits, librarians engage with families who are in the waiting areas before their WIC appointments. Each family is given a bag containing early literacy resources, including books, library card applications and fliers, information on early literacy programs and services, tip sheets for promoting the Every Child Ready to Read 2 practices, and Technology Tips for children ages birth to five.

Can we teach children and young adults about reading while simultaneously and inseparably teaching them how to take control of their own lives and relationships, a possibility that has been just barely touched by research and even less so by educational policies and practice? This address highlights research findings that suggest the promise of literacy engagement for clarifying and expanding how we think about reading assessment, achievement, comprehension, socio-emotional growth, and equity in literacy instruction. Using my own evolution as a researcher studying, primarily, the classroom-based reading experiences of middle school students, I show how my own questions and theoretical perspectives shifted based on what the children taught me as I studied their experiences and how that led me to champion engagement as a promising way forward. I rely heavily on what students themselves have shared with me, as their perspectives have fueled the shifts in my thinking and in the research questions I have pursued. I then share what I believe is the potential of an engagement-focused perspective on our field’s knowledge about reading development and practices. Finally, I comment on what we might need to do to make this line of research influence real classrooms and policies in positive ways. I argue that in order to influence, through an engagement perspective, the transformation of reading-related policies—and more importantly the agentive transformation of individuals and communities—we must renew our commitment to research conducted in classrooms and in partnership with teachers and families.

As a response to the call for reimagining early childhood education for social sustainability in the future, this conceptual paper aims to suggest revisiting and strengthening the case to include intentional intergenerational engagements and programmes in kindergartens as approaches towards sustainable futures for children. In this paper, we argue that we must talk about intergenerational solidarity on all levels, including in early childhood education and care settings, and that it must be deliberate and by design. Learning from cultural–historical concepts and the UN Convention on the Rights of the Child, intergenerational programmes in early years settings are to be presented as intentional initiatives and opportunities for interrelated and collaborating actors and institutions to bring younger children and older adults together. We present a conceptual framework that features conflicts and opportunities within overlapping and congruent spaces to understand conditions for various intergenerational practices and activities in different places, and to promote intergenerational dialogues, collaborations and shared knowledge, contributing to a relational and socially sustainable future for which we aim.

The effective implementation of locally adapted cancer care solutions in low- and middle-income countries continues to be a challenge in the face of fragmented and inadequately resourced health systems. Consequently, the translation of global cancer care targets to local action for patients has been severely constrained. City Cancer Challenge (C/Can) is leveraging the unique value of cities as enablers in a health systems response to cancer that prioritizes the needs of end users (patients, their caregivers and families, and health care providers). C/Can’s City Engagement Process is an implementation framework whereby local stakeholders lead a staged city-wide process over a 2- to 3-year period to assess, plan, and execute locally adapted cancer care solutions. Herein, the development and implementation of the City Engagement Process Framework (CEPF) is presented, specifying the activities, outputs, processes, and indicators across the process life cycle. Lessons learned on the application of the framework in the first so-called Key Learning cities are shared, focusing on the early outputs from Cali, Colombia, the first city to join C/Can in 2017. Creating lasting change requires the creation of a high-trust environment to engage the right stakeholders as well as adapting to local context, leveraging local expertise, and fostering a sustainability mindset from the outset. In the short term, these early learnings inform the refinement of the approach in new cities. Over time, the implementation of this framework is expected to validate the proof-of-concept and contribute to a global evidence base for effective complex interventions to improve cancer care in low- and middle-income countries.

Maternal and infant mortality are fundamental indicators of a society’s health and wellness. These measures depict a health crisis in the United States. Compared with other rich countries, women in the United States more frequently die from pregnancy or childbirth, and infants are less likely to survive to their first birthday. Most of these deaths are preventable; disproportionately affect diverse, low-income groups; and are perpetuated by social and health care inequities and subpar preventive care. Lifestyle medicine (LM) is uniquely positioned to ameliorate this growing crisis. The article presents key prescriptions for LM practitioners to build health and health equity for women. These prescriptions, summarized by the acronym PURER, include action in the areas of (1) practice, (2) understanding/empathy, (3) reform, (4) empowerment, and (5) relationship health. The PURER approach focuses on partnering with diverse female patients to promote resilience, promoting social connection and engagement, facilitating optimal family planning and advocating for culturally responsive, equitable health care systems. Through PURER, LM practitioners can help women and partners resiliently overcome the harmful challenges of discrimination and stress characterizing present-day American life. Over time, the equitable and collective practice of LM can help ameliorate the health care barriers undermining the health of women, families, and society.

Abstract As older adults increasingly show interest in technology for their well-being, families will play an important role in promoting the adoption and use of beneficial health technologies. The purpose of this study was to conduct a sub-analysis of data collected from a large-scale qualitative project regarding older adults’ experiences using health information technology. Specifically, the sub-analysis explored older adults’ experiences with technology support from family members to inform strategies for promoting older adult engagement with new health technologies. While the primary analysis of the original study was theoretically driven, this paper reports results from the inductive, open-coding analysis. Twenty-four older patients (≥65 years) with multiple chronic conditions (Charlson Comorbidity Index > 2) participated in a focus group conducted at patients’ primary clinic. While conducting the primary theoretically-driven analysis, coders also utilized an open-coding approach to ensure important ideas not reflected in the theoretical code-book were captured. Open-coding resulted in a primary theme, “family support”, that was furthered categorized by who and how the tech-support was provided. Participants were not specifically asked about family support, yet family assistance and encouragement for technology emerged from every focus group. Participants repeatedly mentioned that they called their grandchildren and adult children for help with technology. Participants also reported that family members experienced difficulty when teaching technology use. Family members struggled to explain simple technology tasks and were frustrated by the slow teaching process. Family support, specifically via grandchildren, may have a key role in the successful adoption and use of emerging health technologies.

In the past 20 years, social change and expectations for both maternal and paternal responsibilities have highlighted the need for services for families to better understand the role of a father in family relationships. In Australia, as well as internationally, there have been many contested understandings about what constitutes ‘good fathering’ in research, social media and in the political sphere. More specifically, there has also been an emerging trend to understand the challenging task of recruiting and maintaining men's involvement in child and family services programmes, particularly those fathers who are deemed a risk to children and mothers, violent or have been separated from their children. That many child and family/welfare services have exercised dedicated effort to work with fathers is still a relatively recent phenomenon, and has only emerged following criticism that services have been too geared towards working only with mothers. Despite this increasing interest, there is still ongoing need for more research to be undertaken in Australia. An important area of focus is the views of professionals about their perception and engagement of fathers, particularly the views of fathers who are described as being absent from family-based services. The purpose of this article is to report briefly on a study undertaken to examine how child and family welfare workers engage fathers in their work. First, this paper will describe some of the social and health benefits to fathers and their children, focusing on the key role of attachment through play. Research into effective service delivery involving fathers will then be presented, concluding with key practice factors necessary for fathers to be involved in family life.

Background: An ongoing challenge for clinical ethics consultation is learning how colleagues in other healthcare professions understand, make use of, and evaluate clinical ethics consultation services. Aim: In pursuing such knowledge as part of clinical ethics consultation service quality assessment, clinical ethics consultation services can learn important information about the issues and concerns that prompt colleagues to request ethics consultation. Such knowledge allows for greater outreach, education, and responsiveness by clinical ethics consultation services to the concerns of clinician colleagues. Design: This quality assessment project explores consultation requests and follow-up questionnaire responses voluntarily submitted from nurses who requested clinical ethics consultation. We present qualitative data analyzed using content analysis and constant comparison methods to identify key concerns that prompted requests as well as common themes among nurse requestors’ evaluations of what was most important in clinical ethics consultations. Participants and context: A total of 41 nurses requesting clinical ethics consultation and 15 who returned the follow-up questionnaire. Ethical considerations: Our Office of Research Compliance and Quality Improvement determined that our project was not considered human subjects research and so did not require institutional review board approval or exemption. However, efforts were made to avoid any sense of coercion and all data were de-identified prior to analysis. Findings: Our analysis revealed six main categories of issues that prompted nurses’ requests for ethics consultation, as well as unifying themes around nurses’ experiences, advocacy, and family support while caring for patients in the intersections of patients, families, and physicians. Discussion: The insights gained from analyzing nurses’ requests for and responses to clinical ethics consultation may serve as a resource for clinical ethics consultation services seeking to identify, respond to, and educate regarding issues of importance to nurse colleagues and may be a resource for nursing administrators and leadership seeking to identify and address common ethical issues nurses face. Conclusion: Ongoing work on clinical ethics consultation service quality improvement and engagement with our nursing colleagues about their concerns prompting—and their evaluations of—clinical ethics consultation are necessary.

Family involvement is important in improving outcomes for stroke survivors. Stroke rehabilitation can be an emotionally and physically draining experience. The researcher, a hospital social worker, conducted a literature review to analyse material on the purpose and benefits of family conferences for an inpatient caseload. The literature indicated that family conferences are important to the rehabilitation process, although much more can be done to ensure professionals provide the best possible care throughout the inpatient admission and on return to the community. There appears to be a need for better education and ongoing support from rehabilitation interdisciplinary teams for patients and their caregivers, and intervention should be more proactive to reduce strain. Social workers are well positioned through their skills, theoretical frameworks and approaches to determine what might be best practice for each stroke survivor and to predict practical and emotional care requirements for caregivers. This qualitative research project explored the information needs of caregivers and the trial of a new resource, a personalised ‘Mid-Term Report Card’. This report card was provided to participants half-way through the admission and contained results of assessments and therapies. Four weeks after discharge from rehabilitation each caregiver participated in a semi-structured interview focusing on the perceived benefit of provision of the report card, and the information they felt most adequately prepared them to assume their caregiving role. The study provided an opportunity to gain some preliminary insights into the caregiver experience beyond their need for information, and offers suggestions for the content of future Mid-Term Report Cards. There was clear feedback that caregivers of stroke survivors need to be supported to engage effectively with rehabilitation teams, and this study highlights the role of social work in addressing these identified areas of need.

Though the subject of classical reception in early modern Europe is a familiar one, modern scholarship has tended to assume the dominance of Greece and Rome in engagements with the classical world during that period. The essays in this volume aim to challenge this prevailing view by arguing for the significance and familiarity of the ancient near east to early modern Europe, establishing the diversity and expansiveness of the classical world known to authors like Shakespeare and Montaigne in what we now call the ‘global Renaissance’. And yet global Renaissance studies has tended to look away from classical reception, exacerbating the blind spot around the significance of the ancient near east for early modern Europe. Yet this wider classical world supported new modes of humanist thought and unprecedented cross-cultural encounters, as well as informing new forms of writing, such as travel writing and antiquarian treatises; in many cases, and befitting its Herodotean origins, the ancient near east raises questions of travel, empire, religious diversity, cultural relativism, and the history of European culture itself in ways that prompted detailed, engaging, and functional responses by early modern readers and writers. Bringing together a range of approaches from across the fields of classical studies, history, and comparative literature, this volume seeks both to emphasize the transnational, interdisciplinary, and interrogative nature of classical reception, and to make a compelling case for the continued relevance of the texts, concepts, and materials of the ancient near east, specifically, to early modern culture and scholarship.

Abstract Understanding the musical beliefs, values, and practices of parents provides insight into how children experience music in early childhood. This chapter presents a profile of parents enrolled in a longitudinal investigation of Australian families. Strand 1 families attended a Music Early Learning Program (MELP) while Strand 2 families did not. Parents’ musical beliefs, values, and music participation and engagement practices in everyday parenting including music in the home were sought through survey. Parent profiles identify mature-aged, well-educated adults in stable relationships with stable incomes, who were musically experienced. Many had music training in their childhood and/or engaged in music-making throughout their schooling. All parents valued music and reported that they used music almost daily for both personal and family use with their children to create calm, to relax, to re-energize, and to have fun. Emerging themes are identified and considered based on the resulting profile data.

Isolation is often a key factor and contributor to childhood trauma in rural communities. Not only does it potentially mean that there are less “eyes” on a family but it also means less supports and positive connections for a family. It means less ways out of the maze of childhood trauma and poverty. This chapter will explore how to build community in rural areas so that families feel connected and supported. It will give tools and tips for engaging traditional and non-traditional partners to create a web of support for families. It will call upon research and scientifically proven tactics for community engagement as well as more grass roots efforts that work in rural communities. In addition the article will give real life examples from some of the most rural areas in the state of Maine of how communities have come together to support children and ensure better screening, intervention and treatment.

Abstract Chapter 5 examines the critical role that HBCU faculty have played in developing empowered citizens. As the frontline implementers of HBCU programming and missions, they are often pioneers in their fields whose courses provide students with knowledge and skills that can unlock professional opportunities and foster political and civic engagement. As former students describe, HBCU faculty members consistently act as valuable mentors who are attuned to the challenges that Black citizens face in the United States and globally. They hold their students to high expectations and often go beyond the call of duty to marshal them through their academic programs. Thus, HBCU faculty have been able to create a culture on HBCU campuses that students describe as almost familial where the collective takes precedence over the individual, and students feel as though others are watching out for them, expect them to be excellent, and are deeply invested in their success.

Research into arts-based interventions is complex as art cannot be directly translated into words. Increasingly, there has been a global incessant call for research into using the arts in a range of mental health disciplines. Ongoing debates over methodology, primarily quantitative and qualitative, persist and this just may affect one’s decision to engage in research. However, research is needed for a range of reasons including providing evidence of the integrity of a discipline, asserting core competencies of practitioners, for third party and stakeholder purposes including advocacy, the formation of relevant laws, protections, and access to services, and, of course, to highlight emerging trends and contemporary best practices to effectively address a plethora of the complex needs of clients. As such, arts-based practitioners are uniquely situated to make significant contributions to the research base given their direct engagement with the arts with individuals, families, communities, and society at large (McNiff, 2013; Thomas et al., 2020). Art is rich with metaphor and symbol, and often can be accessed and applied when answers to questions are not easily obtained nor addressed through words alone, even if the art may seem abstract at first (McNiff, 2013; Chilton et al., 2015; Boden et al., 2019; Potash, 2019; Thomas et al., 2020). Indeed, art is not the opposite of research as in the dichotomic paradigm of arts versus science, but rather art, and art making, are a type of research in and of themselves, just as research can also involve creativity and nonlinear engagement (McNiff, 2013; Kapitan, 2018).

It is unequivocally clear that separating children from parents through foster care is harmful. We offer several safe alternatives to foster care, including new assessment tools focusing on family strengths and parents’ readiness to learn and six interventions tailored to local needs. These alternatives keep children with their parents while under child protection supervision. All cost substantially less than foster care. The alternatives had several characteristics in common. Child needs, especially safety, were met. Parents worked with professionals in structuring new services, resulting in co-created bespoke services with a wide buy-in in each community. Using the new tools, the alternatives were assessed for strengths and parental readiness before intervening so that success was promoted. The best services combined individual learning and group activities, especially activities that involved exercise, outdoor green-time, and social engagement. They also offered 24/7 availability and affiliated with a university to provide better program design and evidence of outcomes. We discuss the impediments to accepting alternatives to foster care, and call for policy makers, judges, supervisors, and managers, as well as case workers, to reduce the use of foster care by using safe alternatives that strengthen families.

This study explores the impact of progressive teaching methods on gender equity in STEM education in Malakand Division, Pakistan. Using a cross-sectional exploratory design, it engages educators, students, parents, community leaders, and policymakers through purposive sampling. Through in-depth interviews and focus groups, the research uncovers region-specific challenges and opportunities. Thematic analysis highlights the community’s call for progressive teaching to combat barriers, stereotypes, and promote inclusivity. It stresses the need for inclusive learning spaces, challenging societal norms, and enhancing female representation in STEM leadership. The study advocates for innovative pedagogies, policy changes, and community involvement as catalysts for change. While acknowledging local obstacles like socio-cultural norms and resource constraints, it underscores the potential of community engagement and robust policies to overcome these challenges. Cultural influences on STEM participation, such as familial expectations, are recognized, underscoring the importance of addressing these factors. The study concludes with a plea for interdisciplinary action to dismantle systemic barriers and cultivate a culture of inclusivity and mentorship. Policy recommendations focus on inclusive curricula, targeted recruitment, mentorship initiatives, and community outreach to foster an equitable STEM environment in Malakand Division, Pakistan.

In the mid-1960’s Brazilian educational theorist Paulo Freire revolutionized the country’s educational system by going into communities and teaching the illiterate poor how to read. He equated literacy with an improved life, linked knowledge to power, and wrote of his experiences in his seminal work, Pedagogy of the Oppressed (1968).¹ Freire’s ideas developed into a social movement and became the foundation for what we today refer to as Critical Pedagogy. His work with communities was groundbreaking and viewed as dangerous by the government and also the factory and farm owners who feared that educated citizens would rise up and demand better wages and increased rights. His teaching methods, based on participatory engagement rather than the common practice of outside experts dictating the “what” and “how” of a curriculum were extremely effective. So effective, they eventually landed Freire in jail and later exile from his country. Freire’s potent process for teaching one to read utilized visual markers to stimulate engaged conversation. He collaborated with Brazilian artist Francisco Brennand who painted a series of scenes on clay tiles. These scenes, familiar to poor rural communities, depicted humans farming, hunting, and interacting so as to draw out distinctions between nature and culture, various social structures, and the potential for education to empower. By refusing to use coded or professional language he introduced the phrase “democratization of culture” and allowed communities a way to identify and express what they wanted for themselves rather than what they were told they should want. Do analogies exist to participatory design? Are there lessons to be learned from Freire’s process? And, can Brennand’s tiles serve as an example of how to convey the needs and goals of a user to the design team when both may communicate in distinct professional jargon? This paper will investigate these questions through an analysis of the use of graphic cards developed by an interdisciplinary team for engaging schoolteachers in the design process for educational environments. The author met with one of the creators of these cards, called the Learning Spaces Idea Tool Kit, in order to investigate this process. The cards attempt to provide a common means of communication for educators and architects to more effectively engage in the design or renovation of their schools. They present a number of phrases describing teaching concepts as spatial relationships such as: faculty “scrum space”, library as kitchen vs. library as grocery store, and develop self-regulated learners. The flip side of the card presents photographs depicting learning environments that support the learning concepts. The designers are then able to effectively translate the conversations spurred by the cards into floor plan configurations. This process of engagement through a common language leverages the expertise of educators and recognizes that only those affected by an environment have any right to its determination. Participatory design, like Freire’s literacy workshops, empowers the user to be active shapers of the world around us.

While the appeal of ‘civilisational dialogue’ is on the rise, its sources, functions, and con- sequences arouse controversy within and between faith communities. Some religious lead- ers have attempted to clarify the religious foundations for such dialogue. Among them are Jonathan Sacks, the Chief Rabbi of the United Hebrew Congregations of Britain and the Commonwealth, Edward Idris, Cardinal Cassidy of the Catholic Church, and Fethullah Gülen. The paper compares the approach of these three religious leaders from the Abrahamic tra- dition as presented in their scholarly works – Sacks’ The Dignity of Difference, Cardinal Cassidy’s Ecumenism and Interreligious Dialogue, and Gülen’s Advocate of Dialogue. The discussion attempts to answer the following questions: Can monotheistic traditions accom- modate the dignity of followers of other monotheistic and polytheistic religions as well as non-theistic religions and philosophies? Is a belief in the unity of God compatible with an acceptance of the religious dignity of others? The paper also explores their arguments for why civilisational and interfaith dialogue is necessary, the parameters of such dialogue and its anticipated consequences: how and how far can dialogue bridge the claims of unity of God and diversity of faiths? Islam’s emphasis on diversity and the Quran’s accommodation of ear- lier religious traditions put Islam and Fethullah Gülen in the best position to offer a religious justification for valuing and cherishing the dignity of followers of other religions. The plea for a dialogue of civilizations is on the rise among some policymakers and politi- cians. Many of them believe a dialogue between Islam and the West has become more urgent in the new millennium. For example following the 2005 Cartoon Wars, the United Nations, the Organization of the Islamic Conferences, and the European Union used a joint statement to condemn violent protests and call for respect toward religious traditions. They pled for an exchange of ideas rather than blows: We urge everyone to resist provocation, overreaction and violence, and turn to dialogue. Without dialogue, we cannot hope to appeal to reason, to heal resentment, or to overcome mistrust. Globalization disperses people and ideas throughout the world; it brings families individuals with different beliefs into close contact. Today, more than any period in history, religious di- versity characterizes daily life in many communities. Proponents of interfaith dialogue claim that, in an increasingly global world, interfaith dialogue can facilitate mutual understanding, respect for other religions, and, thus, the peaceful coexistence of people of different faiths. One key factor for the success of the interfaith dialogue is religious leaders’ ability to provide an inclusive interfaith theology in order to reconcile their commitment to their own faith with the reality of religious diversity in their communities. I argue that prominent leaders of the Abrahamic religions (Judaism, Christianity, and Islam) are already offering separate but overlapping theologies to legitimize interfaith dialogue. A balanced analysis of multi-faith interactions is overdue in political science. The discipline characterises religious interactions solely from the perspective of schism and exclusion. The literature asserts that interactions among believers of different faiths will breed conflict, in- cluding terrorism, civil wars, interstate wars, and global wars. According to this conven- tional depiction, interfaith cooperation is especially challenging to Judaism, Christianity, and Islam due to their monotheism; each claims it is “the one true path”. The so-called “monothe- istic exclusion” refers to an all-or-nothing theological view: you are a believer or you are an infidel. Judaism identifies the chosen people, while outsiders are gentiles; Christians believe that no salvation is possible outside of Jesus; Islam seems to call for a perennial jihad against non-Muslims. Each faith would claim ‘religious other’ is a stranger to God. Political “us versus them” thinking evolves from this “believer versus infidel” worldview. This mindset, in turn, initiates the blaming, dehumanizing, and demonization of the believers of other reli- gious traditions. Eventually, it leads to inter-religious violence and conflict. Disputing this grim characterization of religious interactions, scholars of religion offer a tripartite typology of religious attitude towards the ‘religious other.’ They are: exclusivism, inclusivism, and pluralism. Exclusivism suggests a binary opposition of religious claims: one is truth, the other is falsehood. In this dichotomy, salvation requires affirmation of truths of one’s particular religion. Inclusivism integrates other religious traditions with one’s own. In this integration, one’s own religion represents the complete and pure, while other religions represent the incomplete, the corrupted, or both. Pluralism accepts that no religious tradi- tion has a privileged access to religious truth, and all religions are potentially equally valid paths. This paper examines the theology of interfaith dialogue (or interfaith theology) in the Abrahamic religions by means of analyzing the works of three prominent religious lead- ers, a Rabbi, a Pope, and a Muslim scholar. First, Jonathan Sacks, the Chief Rabbi of the United Hebrew Congregations of Britain and the Commonwealth, offers a framework for the dialogue of civilizations in his book Dignity of Difference: How to Avoid the Clash of Civilizations. Rather than mere tolerance and multiculturalism, he advocates what he calls the dignity of difference—an active engagement to value and cherish cultural and religious differences. Second, Pope John Paul II’s Crossing the Threshold of Hope argues that holiness and truth might exist in other religions because the Holy Spirit works beyond the for- mal boundaries of Church. Third, the Turkish Islamic scholar Fethullah Gülen’s Advocate of Dialogue describes a Muslim approach to interfaith dialogue based on the Muslim belief in prophecy and revelation. I analyze the interfaith theologies of these religious leaders in five sections: First, I explore variations on the definition of ‘interfaith dialogue’ in their works. Second, I examine the structural and strategic reasons for the emergence and development of the interfaith theologies. Third, I respond to four common doubts about the possibility and utility of interfaith di- alogue and theologies. Fourth, I use John Rawls’ overlapping consensus approach to develop a framework with which to analyze religious leaders’ support for interfaith dialogue. Fifth, I discuss the religious rationales of each religious leader as it relates to interfaith dialogue.