Concluding Commentary: Response to Eugene and Kiyo

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Published: Oct 8, 2014
DOI: https://doi.org/10.5195/dpj.2014.126
Keywords:
dialogue dialogic pedagogy

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E. Jayne White
University of Waikato, NZ

Abstract

At the risk of speaking on his behalf I could almost swear I heard Bakhtin laughing gleefully over my shoulder as I read this fascinating dialogue between Eugene and Kiyo.  His reason for this might be partly inspired by the glaring misunderstandings both men reveal through their associated interplay with key pedagogical concepts. While polemic in nature, it occurs to me, somewhat ironically, that each man makes the same careful, empirically located, argument from different cultural and philosophical standpoints. At the centre of their debate is the concept of pedagogy and its capacity to promote ‘authentic’ learning. Despite this shared agenda their interpretations of key terms are often at variance and, as a result, they passionately bang their heads against each other in vehement misunderstanding that makes for what Bakhtin (2004) would describe as “lively and expressive” debate (p. 24) on this topic.

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How to Cite
White, E. J. (2014). Concluding Commentary: Response to Eugene and Kiyo. Dialogic Pedagogy: A Journal for Studies of Dialogic Education, 2. https://doi.org/10.5195/dpj.2014.126
Issue
Vol. 2 (2014)
Section
Special Issue: Dialogue on Dialogic Pedagogy

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Author Biography

E. Jayne White, University of Waikato, NZ

Jayne is a Senior Lecturer in the Department of Professional Studies, Faculty of Education. She teaches across undergraduate and postgraduate courses. Her research focuses strongly around dialogic principles in early years education, and in tertiary teaching.