Applying Intersubjectivity for Professional Development

Main Article Content

Uvaldina Montoya Janecek
Glenda Moss
Yolanda Graham
Paula Mason


This is an intersubjective review of Loewen, G. V. (2012). Hermeneutic Pedagogy: Teaching and learning as dialogue and interpretation. Alcoa, TN, USA. Old Moon Academic Press. The four authors of the review used a reflective-reflexive, dialogic process to interpret and analyze Loewen’s text. Their review is presented in a dialogue format that resulted after analyzing a much longer set of narrative data.[1]

[1] Editorial Note: This is a very unusual review! There are four points of interest that make this review an interesting read. The first one concerns the subject of the review: the book on hermeneutics. The second point is the form of the review: it is dialogue between the authors presented in its development. The third point of interest is the personal nature of the contents: the authors masterly show how their work on the review of the book penetrates their lives thus showing the real life with its changes, happiness, sadness, struggles and tribulations. The last point of interest that makes this review worth to be read  is the pioneering character of the work behind this review. Glenda Moss used this review as a tool for professional development for the colleagues in her department. In my humble opinion, this review is the result of the very courageous, pioneering and inspirational work! (Mikhail Gradovski)

Article Details

How to Cite
Janecek, U. M., Moss, G., Graham, Y., & Mason, P. (2016). Applying Intersubjectivity for Professional Development. Dialogic Pedagogy: A Journal for Studies of Dialogic Education, 4.
Book Reviews
Author Biographies

Uvaldina Montoya Janecek, University of North Texas at Dallas

Uvaldina Montoya Janecek is an educator with experience teaching students of all ages, from prekindergarten to adult. She has been a bilingual early childhood teacher and a college instructor of education courses and ESL classes for adults. She has a commitment to leading organizations that serve students who have had challenges succeeding in traditional school settings. Uvaldina participated in efforts to establish some of the first community health clinics in underserved areas of Dallas County. E-mail:

Glenda Moss, University of North Texas at Dallas

Glenda Moss is a former middle school teacher, is a professor and interim dean of the School of Education at the University of North Texas at Dallas. Her research interests include critical narrative ethnography in PeK-16 settings, critical pedagogy, and multicultural education. She is the author of Crossing Boundaries and Building Learning Communities. E-mail:

Yolanda Graham, University of North Texas at Dallas

Yolanda Graham is a lecturer with extensive expertise in early childhood education. Yolanda has an undergraduate degree in business and a master's degree in early childhood education. In addition to the many years of teaching grades prekindergarten to third grade, Yolanda has served as an instructional and reading specialist in a large urban school district. She was hired at UNT Dallas specifically to train our students in instructional strategies for teaching mathematics concepts in the early grades. E-mail:

Paula Mason, University of North Texas at Dallas

Paula Mason is a life-long learner and educator. Her research interests include the school disengagement of African American boys, motivation to read, and teacher self-efficacy. She currently serves as Manager, K-2 Curriculum & Instruction in for Dallas ISD and adjunct instructor for UNT Dallas.