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-ShaneJim Cresswell; Mikhail Gradovski; and Olga Shugurova. See also Editorial Team

Calls for proposals: The Society for the Philosophical Study of Education -- virtual conference

2022-09-09

Dates of the conference: November 4-5, 2022: Online 
The deadline for submission: September 30th, 2022, proposal (300-500 words) as a Word or PDF via email: sabrina.bacher@uibk.ac.at
SPSE (The Society for the Philosophical Study of Education) is an international association that connects scholars who are enthusiastic about philosophically orientated topics related to education. The society was founded in Chicago in 1975. It continues to host an annual conference and encourages a thoughtful exchange of ideas in a welcoming environment. Papers accepted for presentation will be considered for publication in our double-blind peer-reviewed journal JPSE (Journal for the Philosophical Study of Education).

"Dialogic Pedagogy in times of peace and war"

2022-05-27

The first DPJ online conference

Dear DPJ readers, supporters, and friends!

The first DPJ online conference will take place between the 12th and the 14th of December 2022.

The title of the conference is "Dialogic Pedagogy in times of peace and war".

The conference welcomes the abstracts for short (15 minutes) and long (30 minutes) presentations on four themes:

  1. Dialogic pedagogy and its tools to maintain peace and counter react to wars
  2. Methodology and method domain of dialogic pedagogical research and practice
  3. Educational dialogic interactions: dialogic pedagogy in practice
  4. Free theme: anything Dialogic Pedagogy

The abstracts should be between 300 and 500 words and should include a research question/research questions or paradoxes that your study is devoted to.

There will be possibility to have either a long presentation (30 minutes followed by 30 minutes for questions and discussion) or a short presentation (15 minutes followed by 5 minutes for questions and discussion). Please, indicate the form of your presentation (long or short) you want to do in the abstract and the theme you mean your presentation should be classified. 

The abstracts will be peer-reviewed, and the authors will be notified by the end of November 2022 on the results of the review. 

The deadline for the abstracts to be sent is the 28th of October 2022. Please, send your abstract to mikhail.gradovski@uis.no

The registration for the conference will be open in September and participation fee is 50 USD.

The confirmed key-note speakers are Professor Eugene Matusov (USA) and Professor Jayne E. White (New Zealand), and Professor Sasha Sidorkin (USA).

The surplus from the conference will be transferred to the DPS.

The preliminary programme will be published at the end of November 2022.

Professor Mikhail Gradovski

Call for papers for a DPJ Specia Issue: Boundaries between dialogic pedagogy and argumentation theory

2022-04-22

DPJ is announcing a call for papers for a new Special Issue: Boundaries between dialogic pedagogy and argumentation theory

The two fields of generally defined “dialogic pedagogy” (DP) and “argumentation theory” (AT) are often viewed and studied separately, ignoring the meaningful connections between engaging in authentic dialogue and participating in constructive argumentation. According to theorists of learning such as Michael Billig and Deanna Kuhn, arguing, both in intra- and inter-personal contexts necessarily imply engaging in dialogue.

It seems that the boundaries between dialogue, perceived as any type of meaningful interpersonal interaction, and argumentation, perceived as a constructive dialogical interaction, are not, or should not be, necessarily highlighted as restrictive. The two processes, and subsequently the two fields of research, contain or at least complement each other (see also Schwarz & Baker, 2016).

This SI will aim to further explore the productive boundaries between dialogic pedagogy and argumentation theory and research, focusing on the following problems (different but related questions are possible as well):

  • How are teachers’ and students’ dialogicality manifested in classroom discourse?
  • How do teachers’ and peers’ dialogical behaviors affect students’ engagement in productive and constructive argumentation?
  • What types/instances of argumentative reasoning/interaction emerge within dialogically framed pedagogical environments?
  • What features of dialogical pedagogy influence a greater manifestation of argumentative reasoning behavior among children, adolescents, and even adults?
  • Can argumentative pedagogical framing help talking and listening become dialogue?

NEW: 15th October 2022 -- The Deadline for submission of articles is extended! (please see authors’ guidelines hereselect the section “argumentation and dialogue” when you make the submission

If interested to submit a proposal for a paper in this special issue, please read more here

Vol. 10 (2022)

Published: 2022-01-05

The University of Students: A place for joint self-education

Olga Shugurova, Eugene Matusov, Ana Marjanovic-Shane

E1-E42

The dialogic nature of regulation in collaborative digital argumentative writing practices

Zuany Luz Paba Argote, Diana De Castro Daza, Nancy Ramírez Roncancio

DT1-DT21

Dialogical interactions mediated by technology in mathematics education

Giovannina Albano, Monica Mollo, Maria Polo, Giuseppina Marsico

DT22 - DT40

Adopting educational robotics and coding to open dialogic spaces in lower secondary education

Giuseppe Ritella, Fedela Feldia Loperfido, Gianfranco De Giglio, Antonietta Scurani, Maria Beatrice Ligorio

DT41-DT58

Dialogic possibilities of online supervision

Anne Bang-Larsen, Ane Qvortrup

DT59-DT81

Ken Hirschkop’s “new Bakhtin” for the English-speaking students

Oleg Osovsky, Svetlana Dubrovskaya, Vera Kirzhaeva, Elizaveta Maslova
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