A new editorial was just pulished in DPJ

Dear DPJ Community,

Dialogic Pedagogy Journal just published a new editorial: “Why do students choose the option of the Open Syllabus in a conventional university?” by Eugene Matusov.
(see the abstract below)

You can read this editorial here: https://dpj.pitt.edu/ojs/dpj1/article/view/695. Alternatively, you can access it from the DPJ Home page.

Citation:

Matusov, E. (2025). Why do students choose the option of the Open Syllabus in a conventional university? Dialogic Pedagogy: A Journal for Studies of Dialogic Education, 13(1). E1-E16, https://doi.org/10.5195/dpj.2025.695

We invite you to read this editorial. We also invite you to submit your critical commentary on this editorial for publication in the Dialogic Pedagogy Journal. If you are interested, 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. 

Congratulations to the author Eugene Matusov

Ana, Mikhail, and Olga
DPJ Editors

Ana Marjanovic-Shane
Mikhail Gradosvki
Olga Shugurova

______________________________________________________________

Abstract

Often, “system crashers” are portrayed as disturbed children (students) who actively break the institutional system work and disturb relationships with other people. However, some system crashers are perfectly happy children who, precisely due to their happiness, liveliness, and rich imagination, do not fit into a conventional school. In this paper, I provide a detailed case of such a happy system crasher at home and in conventional and democratic schools. I found out that at home, the parents of the system crasher often reflected and rethought their parenting practices, priorities, and values to shelter their child’s happy life, often at a great expense for themselves. In contrast, the conventional school either ignored or punished the happy system crasher to preserve its institutional practices and keep them smooth. I hypothesize that conventional school is aimed at promoting a disciplinary society by making students convenient, obedient, and useful citizens at the expense of the student’s authorial agency. In contrast, parents and democratic schools address a happy system crasher’s disruption of their lives by rethinking and renegotiating their practices. Finally, I argue that happy system crashers are essential for Democratic and Dialogic Education.