C. Asterhan, C. Howe, A. Lefstein, E. Matusov, Alina Reznitskaya
Scholarly interest in dialogic pedagogy and classroom dialogue is multi-disciplinary and draws on a variety of theoretical frameworks. On the positive side, this has produced a rich and varied body of research and evidence. However, in spite of a common interest in educational dialogue and learning through dialogue, cross-disciplinary engagement with each other’s work is rare. Scholarly discussions and publications tend to be clustered in separate communities, each characterized by a particular type of research questions, aspects of dialogue they focus on, type of evidence they bring to bear, and ways in which standards for rigor are constructed. In the present contribution, we asked four leading scholars from different research traditions to react to four provocative statements that were deliberately designed to reveal areas of consensus and disagreement[1]. Topic-wise, the provocations related to theoretical foundations, methodological assumptions, the role of teachers, and issues of inclusion and social class, respectively. We hope that these contributions will stimulate cross- and trans-disciplinary discussions about dialogic pedagogy research and theory.[1] The authors of this article are five scholars, the dialogic provocateur and the four respondents. The order of appearance of the authors was determined alphabetically.
{"title":"Controversies and consensus in research on dialogic teaching and learning","authors":"C. Asterhan, C. Howe, A. Lefstein, E. Matusov, Alina Reznitskaya","doi":"10.5195/dpj.2020.312","DOIUrl":"https://doi.org/10.5195/dpj.2020.312","url":null,"abstract":"Scholarly interest in dialogic pedagogy and classroom dialogue is multi-disciplinary and draws on a variety of theoretical frameworks. On the positive side, this has produced a rich and varied body of research and evidence. However, in spite of a common interest in educational dialogue and learning through dialogue, cross-disciplinary engagement with each other’s work is rare. Scholarly discussions and publications tend to be clustered in separate communities, each characterized by a particular type of research questions, aspects of dialogue they focus on, type of evidence they bring to bear, and ways in which standards for rigor are constructed. In the present contribution, we asked four leading scholars from different research traditions to react to four provocative statements that were deliberately designed to reveal areas of consensus and disagreement[1]. Topic-wise, the provocations related to theoretical foundations, methodological assumptions, the role of teachers, and issues of inclusion and social class, respectively. We hope that these contributions will stimulate cross- and trans-disciplinary discussions about dialogic pedagogy research and theory.[1] The authors of this article are five scholars, the dialogic provocateur and the four respondents. The order of appearance of the authors was determined alphabetically.","PeriodicalId":42140,"journal":{"name":"Dialogic Pedagogy","volume":"8 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2020-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45807158","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this essay to is to describe and discuss Bakhtin’s pedagogical work based on diverse archival materials and memoirs of his students.
本文的目的是描述和讨论巴赫金的教学工作基于各种档案材料和他的学生的回忆录。
{"title":"Pedagogical work of Mikhail M. Bakhtin (1920s – early 1960s)","authors":"V. I. Laptun, G. Tihanov","doi":"10.5195/DPJ.2018.248","DOIUrl":"https://doi.org/10.5195/DPJ.2018.248","url":null,"abstract":"The purpose of this essay to is to describe and discuss Bakhtin’s pedagogical work based on diverse archival materials and memoirs of his students.","PeriodicalId":42140,"journal":{"name":"Dialogic Pedagogy","volume":"6 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2018-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44761778","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
From the mid 1950s through roughly the 1980s, some or many children and youth of the Socialist Yugoslavia, especially those of us in Belgrade, the capital, lived in a curious, almost surreal “window” in the space and time. This surreal window of space-time, offered to children and youth of Yugoslavia, unprecedented opportunities for personal development, exposure to the classic cultures and the newest events in the cultural worlds from all over the world, freedom of speech, gathering, activism and opportunities to travel and interact with a multitude of people of the world who came to Yugoslavia. Such special window in time and space sounds impossible to believe, all the more, in the light of the subsequent brutal and bloody civil wars of the 90s in which Yugoslavia perished. And yet, for many of us this window in time and space did exist! It was a product, I think, of several paradoxical tensions that may have created unprecedented loopholes in the fabric of an otherwise authoritarian and often brutal regime that had its ugly underside in suppression of any actions and words which would be critical of the ruling regime and its leaders. One could arguably say, that, when I talk about this curious, surreal time, I talk from a point of view that can only belong to the children of the privileged: children of the high officers of the Communist party, of the Belgrade political, intellectual, cultural and economic elite. Of course, in many ways, I cannot escape, some of the privileged vistas of my own background – as no one can entirely escape the bent of their own lives. However, my privileged view comes from being among the intellectual elite of Belgrade, rather than the political elite. But my views were also based on the experiences of “ordinary” others which I shared in the everyday ways of life in which I was not segregated from everyone else: my neighbors, school mates, people I met in various other gathering places. In this auto-ethnographic essay, I explore a uniqueness of my Socialist Yugoslav childhood, where a lot of children and youth lived as if in a golden cage. This golden cage had an internal reality that was in many ways protective of our wellbeing. In this reality we experienced freedoms, stood for justice, had many opportunities to participate in cultural clubs, art studios, musical bands, poetic societies, sports clubs, summer and winter camps, etc. At the same time, the world that surrounded us, and even in many ways created our childhoods, was harsh, often brutal and did not hold any of the high ethical principles and values that we believed and lived in.
{"title":"The Golden Cage: Growing up in the Socialist Yugoslavia.","authors":"Ana Marjanovic-Shane","doi":"10.5195/DPJ.2018.241","DOIUrl":"https://doi.org/10.5195/DPJ.2018.241","url":null,"abstract":"From the mid 1950s through roughly the 1980s, some or many children and youth of the Socialist Yugoslavia, especially those of us in Belgrade, the capital, lived in a curious, almost surreal “window” in the space and time. This surreal window of space-time, offered to children and youth of Yugoslavia, unprecedented opportunities for personal development, exposure to the classic cultures and the newest events in the cultural worlds from all over the world, freedom of speech, gathering, activism and opportunities to travel and interact with a multitude of people of the world who came to Yugoslavia. Such special window in time and space sounds impossible to believe, all the more, in the light of the subsequent brutal and bloody civil wars of the 90s in which Yugoslavia perished. And yet, for many of us this window in time and space did exist! It was a product, I think, of several paradoxical tensions that may have created unprecedented loopholes in the fabric of an otherwise authoritarian and often brutal regime that had its ugly underside in suppression of any actions and words which would be critical of the ruling regime and its leaders. One could arguably say, that, when I talk about this curious, surreal time, I talk from a point of view that can only belong to the children of the privileged: children of the high officers of the Communist party, of the Belgrade political, intellectual, cultural and economic elite. Of course, in many ways, I cannot escape, some of the privileged vistas of my own background – as no one can entirely escape the bent of their own lives. However, my privileged view comes from being among the intellectual elite of Belgrade, rather than the political elite. But my views were also based on the experiences of “ordinary” others which I shared in the everyday ways of life in which I was not segregated from everyone else: my neighbors, school mates, people I met in various other gathering places. In this auto-ethnographic essay, I explore a uniqueness of my Socialist Yugoslav childhood, where a lot of children and youth lived as if in a golden cage. This golden cage had an internal reality that was in many ways protective of our wellbeing. In this reality we experienced freedoms, stood for justice, had many opportunities to participate in cultural clubs, art studios, musical bands, poetic societies, sports clubs, summer and winter camps, etc. At the same time, the world that surrounded us, and even in many ways created our childhoods, was harsh, often brutal and did not hold any of the high ethical principles and values that we believed and lived in.","PeriodicalId":42140,"journal":{"name":"Dialogic Pedagogy","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2018-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45530646","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
There was not one, singular childhood in socialist Czechoslovakia, but many and diverse, plural, childhoods. Spanning over 40 years (1948–1989), the Czechoslovak communist governance produced diverse conceptualisations of childhoods that remain often invisible, unexplored, and the current analyses are at best sketchy and refer mostly to pedagogical nuances of strong ideological pedagogical struggles. One way to explore such an abundance of historical data in a short journal article is to utilise a somewhat personal narrative of a child. This dialogic approach allows the strong presence of the voice of a child, re-told from an adult’s perspective, and it methodologically justifies an approach to thinking and theorising of socialist childhoods through Vaclav Havel’s (1985; 1989; 1990) theoretical thinking that has been utilised in philosophy of education previously (see Tesar, 2015e). There are also other examples of complex and thorough analyses of socialist childhoods in other countries (see for example Aydarova et al, 2016), and theoretical thinking about the socialist child as a foreigner to its own land, can be done through Kristeva’s lens (Arndt, 2015).
{"title":"Power, ideology and children: Socialist childhoods in Czechoslovakia","authors":"M. Tesar","doi":"10.5195/DPJ.2018.244","DOIUrl":"https://doi.org/10.5195/DPJ.2018.244","url":null,"abstract":"There was not one, singular childhood in socialist Czechoslovakia, but many and diverse, plural, childhoods. Spanning over 40 years (1948–1989), the Czechoslovak communist governance produced diverse conceptualisations of childhoods that remain often invisible, unexplored, and the current analyses are at best sketchy and refer mostly to pedagogical nuances of strong ideological pedagogical struggles. One way to explore such an abundance of historical data in a short journal article is to utilise a somewhat personal narrative of a child. This dialogic approach allows the strong presence of the voice of a child, re-told from an adult’s perspective, and it methodologically justifies an approach to thinking and theorising of socialist childhoods through Vaclav Havel’s (1985; 1989; 1990) theoretical thinking that has been utilised in philosophy of education previously (see Tesar, 2015e). There are also other examples of complex and thorough analyses of socialist childhoods in other countries (see for example Aydarova et al, 2016), and theoretical thinking about the socialist child as a foreigner to its own land, can be done through Kristeva’s lens (Arndt, 2015).","PeriodicalId":42140,"journal":{"name":"Dialogic Pedagogy","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2018-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45535474","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this memoir, I accounted several episodes of my childhood of a middle class family in early 1990s in a Chinese urban city. Two major discourses permeated my account: the nationalism and socialism discourse and the upward social mobility discourse. While my family and I cherish the comfort and joy of everyday life enjoyed in the era of “socialism with Chinese characteristics”, the suffering past is like a ghost, peeking out behind the curtain.
{"title":"Memoirs of a socialist childhood in China: socialism, nationalism and getting ahead","authors":"L. Chen","doi":"10.5195/dpj.2018.243","DOIUrl":"https://doi.org/10.5195/dpj.2018.243","url":null,"abstract":"In this memoir, I accounted several episodes of my childhood of a middle class family in early 1990s in a Chinese urban city. Two major discourses permeated my account: the nationalism and socialism discourse and the upward social mobility discourse. While my family and I cherish the comfort and joy of everyday life enjoyed in the era of “socialism with Chinese characteristics”, the suffering past is like a ghost, peeking out behind the curtain.","PeriodicalId":42140,"journal":{"name":"Dialogic Pedagogy","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2018-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46573088","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Through my autobiographical reflective ethnography of my Soviet childhood, schooling and teaching, I try to investigate the phenomenon of political multiple consciousness that I observed in the USSR and its development in children. In my analysis, I abstracted eight diverse types of consciousness, five of which are political in their nature.
{"title":"Ideological and real socialism of my Soviet childhood, schooling, and teaching: Multi-consciousness","authors":"E. Matusov","doi":"10.5195/dpj.2018.240","DOIUrl":"https://doi.org/10.5195/dpj.2018.240","url":null,"abstract":"Through my autobiographical reflective ethnography of my Soviet childhood, schooling and teaching, I try to investigate the phenomenon of political multiple consciousness that I observed in the USSR and its development in children. In my analysis, I abstracted eight diverse types of consciousness, five of which are political in their nature.","PeriodicalId":42140,"journal":{"name":"Dialogic Pedagogy","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2018-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46853951","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper explores the possibilities of the pedagogical use of Socratic dialogue as a basis for educating students diagnosed with autism. The Socratic dialogue is a particular pedagogical method used in educational settings to enhance student’s thinking and dialogic abilities. Research has proven that Socratic dialogue may result in improved language, interactive, and critical thinking abilities, as well as have effect on students’ self-evaluation. The social nature of dialogic learning may scaffold children with specific abilities to effectively interact with others and perceive those others’ emotions. Presently, education of students diagnosed with an Autism Spectrum Disorders (ASDs) use a variety of educational interventions, mostly inspired by behaviorist theory. These include little or no systematic use of dialogue as a pedagogical means of scaffolding students' abilities. However, several of these behaviorist methods have been tried out for a long period, educating students with ASDs, and have also proved to be successful to certain extents. In this article, we explore why and how Socratic dialogue can be used as an effective strategy for educating individuals diagnosed with autism. Hence, the investigation ends by introducing a dialogue-based teaching design that is compatible for children diagnosed with ASDs, to be explored and evaluate.
{"title":"Socratic Seminars for Students with Autism Spectrum Disorders","authors":"A. Nouri, A. Pihlgren","doi":"10.5195/dpj.2018.173","DOIUrl":"https://doi.org/10.5195/dpj.2018.173","url":null,"abstract":"This paper explores the possibilities of the pedagogical use of Socratic dialogue as a basis for educating students diagnosed with autism. The Socratic dialogue is a particular pedagogical method used in educational settings to enhance student’s thinking and dialogic abilities. Research has proven that Socratic dialogue may result in improved language, interactive, and critical thinking abilities, as well as have effect on students’ self-evaluation. The social nature of dialogic learning may scaffold children with specific abilities to effectively interact with others and perceive those others’ emotions. Presently, education of students diagnosed with an Autism Spectrum Disorders (ASDs) use a variety of educational interventions, mostly inspired by behaviorist theory. These include little or no systematic use of dialogue as a pedagogical means of scaffolding students' abilities. However, several of these behaviorist methods have been tried out for a long period, educating students with ASDs, and have also proved to be successful to certain extents. In this article, we explore why and how Socratic dialogue can be used as an effective strategy for educating individuals diagnosed with autism. Hence, the investigation ends by introducing a dialogue-based teaching design that is compatible for children diagnosed with ASDs, to be explored and evaluate.","PeriodicalId":42140,"journal":{"name":"Dialogic Pedagogy","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2018-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49530764","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Dialectics and a dialogical approach constitute two distinct theoretical frameworks with long intellectual histories. The question of relations between dialogue and dialectics provokes discussions in academic communities. The present paper highlights the need to clarify the concepts ‘dialogue’ and ‘dialectics’ and explore their origins in the history of human thought. The paper attempts to examine mutual relations between dialectics and dialogue in a historical perspective and develop a theoretical reconstruction of their philosophical underpinnings. It proposes to deal with challenges connected with the creation of spaces for sharing and mutual enrichment between dialogue and dialectics.
{"title":"Relating Dialogue and Dialectics: A Philosophical Perspective.","authors":"M. Dafermos","doi":"10.5195/DPJ.2018.189","DOIUrl":"https://doi.org/10.5195/DPJ.2018.189","url":null,"abstract":"Dialectics and a dialogical approach constitute two distinct theoretical frameworks with long intellectual histories. The question of relations between dialogue and dialectics provokes discussions in academic communities. The present paper highlights the need to clarify the concepts ‘dialogue’ and ‘dialectics’ and explore their origins in the history of human thought. The paper attempts to examine mutual relations between dialectics and dialogue in a historical perspective and develop a theoretical reconstruction of their philosophical underpinnings. It proposes to deal with challenges connected with the creation of spaces for sharing and mutual enrichment between dialogue and dialectics.","PeriodicalId":42140,"journal":{"name":"Dialogic Pedagogy","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2018-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45254548","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The essay by Russian American philologist Boris Groys and nine commentaries followed by Groys’ reply to them in this special issue: “Deconstructing Bakhtin, Carnival with Evil”, present a provocative discussion about Bakhtin’s conceptual work and legacy for education and beyond. Boris Groys argued that Bakhtin embraced a dangerous play with Stalin’s totalitarianism through fusing art and life, prioritizing cosmic carnival over human rights and by being mesmerised by dionysian passions. The following nine commentaries, written by educationalists and non-educationalists, present a diverse spectrum of reactions to Groys’ criticism of Bakhtin: from passionate rejections to sympathetic acceptance seriously considering implications of Groys’ charges. The biggest implication for education is the relationship between the teacher and the student, specifically whether the teacher authors the student and the student’s education or not. The first commentary, written by Caryl Emerson provides a brilliant overview of all these diverse positions, in education and beyond. – DPJ Editors: Eugene Matusov and Ana Marjanovic-Shane
{"title":"Between Stalin and Dionysus: Bakhtin's Theory of the Carnival","authors":"Boris Groys","doi":"10.5195/DPJ.2017.212","DOIUrl":"https://doi.org/10.5195/DPJ.2017.212","url":null,"abstract":"The essay by Russian American philologist Boris Groys and nine commentaries followed by Groys’ reply to them in this special issue: “Deconstructing Bakhtin, Carnival with Evil”, present a provocative discussion about Bakhtin’s conceptual work and legacy for education and beyond. Boris Groys argued that Bakhtin embraced a dangerous play with Stalin’s totalitarianism through fusing art and life, prioritizing cosmic carnival over human rights and by being mesmerised by dionysian passions. The following nine commentaries, written by educationalists and non-educationalists, present a diverse spectrum of reactions to Groys’ criticism of Bakhtin: from passionate rejections to sympathetic acceptance seriously considering implications of Groys’ charges. The biggest implication for education is the relationship between the teacher and the student, specifically whether the teacher authors the student and the student’s education or not. The first commentary, written by Caryl Emerson provides a brilliant overview of all these diverse positions, in education and beyond. – DPJ Editors: Eugene Matusov and Ana Marjanovic-Shane","PeriodicalId":42140,"journal":{"name":"Dialogic Pedagogy","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2017-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43810217","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ira Shor, E. Matusov, Ana Marjanovic-Shane, J. Cresswell
In 2016, the Main Editors of Dialogic Pedagogy Journal issued a call for papers and contributions to a wide range of dialogic pedagogy scholars and practitioners. One of the scholars who responded to our call is famous American educator Ira Shor, a professor at the College of Staten Island, City University of New York. Shor has been influenced by Paulo Freire with whom he published, among other books, “A Pedagogy for Liberation” (1986), the very first “talking book” Freire did with a collaborator. His work in education is about empowering and liberating practice, which is why it has become a central feature of critical pedagogy. Shor’s work has touched on themes that resonate with Dialogic Pedagogy (DP). He emphasises the importance of students becoming empowered by ensuring that their experiences are brought to bear. We were excited when Shor responded to our call for papers with an interesting proposal: an interview that could be published in DPJ, and we enthusiastically accepted his offer. The DPJ Main Editors contacted the DPJ community members and asked them to submit questions for Ira. The result is an exciting in-depth interview with him that revolved around six topics: (1) Social Justice; (2) Dialogism; (3) Democratic Higher Education; (4) Critical Literacy versus Traditional Literacy; (5) Paulo Freire and Critical Pedagogy; and (6) Language and Thought. Following the interview, we reflect on complimentary themes and tensions that emerge between Shor’s approach to critical pedagogy and DP.
{"title":"Dialogic & Critical Pedagogies: An Interview with Ira Shor","authors":"Ira Shor, E. Matusov, Ana Marjanovic-Shane, J. Cresswell","doi":"10.5195/DPJ.2017.208","DOIUrl":"https://doi.org/10.5195/DPJ.2017.208","url":null,"abstract":"In 2016, the Main Editors of Dialogic Pedagogy Journal issued a call for papers and contributions to a wide range of dialogic pedagogy scholars and practitioners. One of the scholars who responded to our call is famous American educator Ira Shor, a professor at the College of Staten Island, City University of New York. Shor has been influenced by Paulo Freire with whom he published, among other books, “A Pedagogy for Liberation” (1986), the very first “talking book” Freire did with a collaborator. His work in education is about empowering and liberating practice, which is why it has become a central feature of critical pedagogy. Shor’s work has touched on themes that resonate with Dialogic Pedagogy (DP). He emphasises the importance of students becoming empowered by ensuring that their experiences are brought to bear. We were excited when Shor responded to our call for papers with an interesting proposal: an interview that could be published in DPJ, and we enthusiastically accepted his offer. The DPJ Main Editors contacted the DPJ community members and asked them to submit questions for Ira. The result is an exciting in-depth interview with him that revolved around six topics: (1) Social Justice; (2) Dialogism; (3) Democratic Higher Education; (4) Critical Literacy versus Traditional Literacy; (5) Paulo Freire and Critical Pedagogy; and (6) Language and Thought. Following the interview, we reflect on complimentary themes and tensions that emerge between Shor’s approach to critical pedagogy and DP.","PeriodicalId":42140,"journal":{"name":"Dialogic Pedagogy","volume":"5 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2017-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42404090","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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