[DPJ] A new article was published by DPJ!
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, email@example.com, Ana Marjanovic-Shane, firstname.lastname@example.org, Mikhail Gradovski, Mikhail.Gradovski@uis.no, or Olga Shugurova, email@example.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
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.