The purpose of the Dialogic Pedagogy Journal is to advance international scholarship and pedagogical practice in the area of dialogic pedagogy. The journal is multidisciplinary, international, multi-paradigmatic, and multicultural in scope. It is accepting manuscripts that present NEW and/or significantly expanded previous scholarship that addresses the dialogic nature of teaching and learning in formal institutional and informal settings. The relationship between pedagogy and dialogue should not be limited to or defined by any particular institutions, specific settings, age of the participants, or fields – new visions and insight on particular tensions can arise from debates among paradigms, practices, and events, and DPJ supports diverse, sometimes even oppositional positions. Hence, we encourage any research scholars and practitioners with an interest in dialogue and pedagogy to submit articles for editorial consideration. More...

Editor-in-Chief: Eugene Matusov; Deputy Editors: Ana Marjanovic-Shane, and Jim Cresswell; see also Editorial Team

DPJ published a Special Issue on Student's Freedom of Education


Dear DPJ Members,

DPJ has published a new Special Issue on Students’ Right to Freedom in Education 

The first article by Eugene Matusov, A Student’s right of freedom served as a provocation for our colleagues and some of their students to reply and make comments on the main issues and claims in his article. Some of the responses on the margins of he received are preserved as highlighted notes in his article - that pop-up when the mouse hovers over them. There are also two one-two page responses that were published as appendices to his article.

All other articles in the special issue are self-standing articles in which the authors develop their own viewpoints on the issues inspired by and in the reply to Eugene Matusov's original article. These articles also have highlighted comments-replies by Eugene.

The final article in the special issue is Eugene’s final reply to all the replies.

Call for proposals: Special Issue of DPJ 2020 - Digital technologies supporting dialogical education


Technologies in learning processes were diversified over the past decades. In these months of novelty and transition for humanity, technologies and their applications to education became the primary means to maintain the continuation of educational processes. As an international dialogic research community, we invite you to explore and discuss how digital technologies support dialogic interaction in educational settings. What methodologies may be suitable to capture the specific dialogic dimensions emerging in the contemporary world, how dialogic principles could orient the production of knowledge and their applications in teaching-learning in education.


If you are interested in publishing a paper in this special issue, please, submit an abstract between 300 and 600 words by October 30th, 2020 on the journal website.


Silviane Barbato and Maria Beatrice Ligorio

(see details here)

Vol. 8 (2020)

Published: 2020-01-06

Controversies and consensus in research on dialogic teaching and learning

Christa S. C. Asterhan, Christine Howe, Adam Lefstein, Eugene Matusov, Alina Reznitskaya
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