Dialogic Pedagogy: An International Online Journal

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, Mikhail Gradovski; and Olga Shugurova. See also Editorial Team

[DPJ] A new article was published by DPJ!

2023-06-02

Dear DPJ Community,

Dialogic Pedagogy Journal published a new article:

Moate, J., & Vass, E. (2023). Exploring dialogical spaces of discovery. Dialogic Pedagogy: An International Online Journal, 11(1), A39-A59. https://doi.org/10.5195/dpj.2023.504

We invite you to read this article.

We also invite you to submit your critical commentaries to this article that may be published. If you are interested in having your critical commentaries published in Dialogic Pedagogy Journal, please contact Eugene Matusov, ematusov@udel.edu, Ana Marjanovic-Shane, anamshane@gmail.com, Mikhail Gradovski, Mikhail.Gradovski@uis.no, or Olga Shugurova, olgashugur@outlook.com

We congratulate the authors Josephine Moate and Eva Vass, and the Managing Editorial Team: Mikhail Gradovski, Susanne Porath, and Diane Jaleh Arya.

Eugene, Ana, Mikhail, and Olga
DPJ Editors

Eugene Matusov
Ana Marjanovic-Shane
Mikhail Gradovski
Olga Shugurova

Abstract

This paper revisits two teacher-education contexts which we independently researched. Both contexts invested in teacher-professional transformation, presenting unique puzzles in our respective data analyses. Bringing together Bakhtinian dialogic theory and Natural Inclusionality (Rayner, 2017), we return to these puzzles in a reflective dialogue. The paper unpacks two emergent themes. The first theme details our sense-making of the dialogic-dialectic-dialogic flow as part of professional development, and the second theme captures our deliberations about the energy-filled spaces of the in-between that form part of teacher development in our contexts. The paper discusses key insights about the nature of teacher-professional transformation and opportunities for mutual enrichment: insights that would not be available to us in our independent analyses. Given the non-conclusive nature of Bakhtinian dialogue, we offer no closure and avoid definitive conclusions that enforce or imply the assimilation and homogeneity of perspectives. Instead, we bring a polyphony of voices – our philosophies, contexts, professional orientations, and empirical puzzles – into a receptive-responsive relationship. We believe that the emerging dialogic problematisation has significant implications for teacher development as well as for ongoing theorisations of education. It responds to the pressing need to rethink the crucial relationship between educational theory and practice.

A call for abstract for the articles for the special issue on Professional Love and Care from a Dialogical Framework in educational and other professional practices.

2023-02-07

The purpose of this special issue is to publish new original multi- and inter-disciplinary scholarships on professional love and care in educational, welfare and health related practices where practitioners employed a dialogic framework either for planning, practicing, analyzing, or/and reflecting over their practices. The guest editors of the special issue welcome both pure theoretical, scoping and systematic reviews, and practice related articles on the professional love and care.