Whose Discourse, Whose Ears? Harmony in Dialogic Pedagogy amidst the Post-Truth Noise

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Published: Mar 27, 2019
DOI: https://doi.org/10.5195/dpj.2019.276
Keywords:
Dialogic Pedagogy Post-Truth Dialogue

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Aireen Grace Andal
Ural Federal University
http://orcid.org/0000-0002-7487-4742

Abstract

Commentary on DPJ Editorial by Robin Alexander (2019), Whose discourse? Dialogic Pedagogy for a post-truth world. This commentary adds emphasis on the importance of the four areas of dialogic  pedagogy--language, voice, argument and truth-- that Alexander proposes to be invested in and prioritized more. It is argued that dialogic pedagogy will benefit from the development of the current approach to respond to the post-truth era, rather than from looking for new ways to do dialogue. Finally, it is suggested that practitioners of dialogic pedagogy take the post-truth era as a situation that fosters critical thinking and reevaluation of how dialogue is conducted.

Article Details

How to Cite
Andal, A. G. (2019). Whose Discourse, Whose Ears? Harmony in Dialogic Pedagogy amidst the Post-Truth Noise. Dialogic Pedagogy: A Journal for Studies of Dialogic Education, 7. https://doi.org/10.5195/dpj.2019.276
Issue
Vol. 7 (2019)
Section
Commentaries on published articles

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Author Biography

Aireen Grace Andal, Ural Federal University

Aireen Grace Andal is a graduate student of political philosophy and a junior researcher at the Center for Comparative Studies on Toleration and Recognition at the Ural Federal University. She is a citizen of the Philippines, where she obtained her bachelor’s degree in sociology. Her recent fields of research interests are ethics, international relations and urban spaces.

References

Alexander, R. (2019). Whose discourse? Dialogic Pedagogy for a post-truth world. Dialogic Pedagogy: An International Online Journal, 7, E1-E19. doi:https://doi.org/10.5195/dpj.2019.268

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