Dialogues in education: Exploring cases from music and mathematics education

Main Article Content

Hanne Rinholm
Ida Heiberg Solem
Inger Ulleberg


The aim of this study is to explore how aspects of dialogic teaching are concretized in classrooms to fill the gap between educational rhetoric and classroom practices. A central competency needed in our time is the ability to participate in democratic dialogue. Education for democratic citizenship can be connected to the notion of “becoming human,” which is a central idea in the Bildung dimension of education. The national educational regulations in Norway state that the teacher’s mandate is not limited to conveying knowledge and skills but also includes fostering the students’ critical reflection, inquisitiveness, and participation. The research questions that guided the study are: What theoretical concepts can be helpful in understanding and analyzing dialogic classroom practices? How can participation be promoted through dialogic classroom practice? How do the dimensions of ontological and epistemological dialogue appear in educational settings, and how do they interact with each other? Methodologically, the article presents, analyzes, and discusses two cases from different educational settings: pre-service teacher education music courses and upper-primary-level mathematics education. The findings show that the chosen theoretical concepts of mathematizing, musicking, and Bildung, as well as ontological and epistemological dialogue, are helpful in making sense of dialogic classroom practices.

Article Details

How to Cite
Rinholm, H., Solem, I. H., & Ulleberg, I. (2023). Dialogues in education: Exploring cases from music and mathematics education. Dialogic Pedagogy: A Journal for Studies of Dialogic Education, 11(1), A60-A84. https://doi.org/10.5195/dpj.2023.458
Author Biographies

Hanne Rinholm, Oslo Metropolitan University, Norway

Hanne Rinholm (previously Fossum) is a Professor of Music at the Faculty of Education and International Studies, Oslo Metropolitan University. Since 2018, she has been leading the multidisciplinary research group Teacher Education as a Process of Bildung at Oslo Metropolitan University and has been Program Co-Chair for the International Society of Philosophy of Music Education Symposium 2017–2023. She has published on topics such as musical-aesthetic experience, dialogue in education, democratic citizenship, critical reflection, and teachers’ professional diversity competences.

Ida Heiberg Solem, Oslo Metropolitan University, Norway

Ida Heiberg Solem is Associate Professor Emerita in the Faculty of Education and International Studies, Oslo Metropolitan University. She is engaged in the topic of communication in the mathematical classroom, and her research interests comprise the exploration of the students’ questioning, reasoning, arguing and justifying mathematical ideas and concepts. Solem has written several textbooks for teacher students and teachers in Norwegian, as well as research articles such as “Which questions should be asked in classroom talks in mathematics” (with Inger Ulleberg) and “Aspects of a teacher’s mathematical knowledge in his orchestration of a discussion about rational numbers” (with Bodil Kleve).

Inger Ulleberg, Oslo Metropolitan University, Norway

Inger Ulleberg is Professor Emerita at the Faculty of Education and International Studies at Oslo Metropolitan University. Her research interests are connected to communication between teacher and students in the classroom as well as between counselor and teacher in counseling processes. Ulleberg has published research articles, book chapters, and textbooks on these questions, such as “Which questions should be asked in classroom talks in mathematics” (with Ida Heiberg Solem), “Asking Questions in Supervision” (with Per Jensen), “What do I share – Personal and Private Experiences in Educational Psychological Counselling” (with Heidi Mjelve and Kristin Vonheim).


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