Democratic education and dialogic pedagogy: synergies and dissonances

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Published: Jan 19, 2023
DOI: https://doi.org/10.5195/dpj.2023.480

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Tina Kullenberg
Kristianstad University, Sweden
Ana Marjanovic-Shane
Independent Scholar, USA

Abstract

This paper is a republication of an interview between Tina Kullenberg and Ana Marjanovic-Shane, published in the EARLI SIG 25 Interview Series: ”The role of theory and philosophy in Educational Science” (Kullenberg & Marjanovic-Shane, 2020)[2]. In the interview, the authors discuss the reasons democratic schools sometimes support but other times do not support or even limit dialogic pedagogy. In the interview conducted by Tina Kullenberg, Marjanovic-Shane makes a distinction between schooling and education. Finally, in the face of global development, while sharing her comprehensive experiences over time and cultures, Marjanovic-Shane critically reflects on predominant approaches to education and the organization of schooling.

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How to Cite
Kullenberg, T., & Marjanovic-Shane, A. (2023). Democratic education and dialogic pedagogy: synergies and dissonances. Dialogic Pedagogy: A Journal for Studies of Dialogic Education, 11(2), A158-A164. https://doi.org/10.5195/dpj.2023.480
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Vol. 11 No. 2 (2023): Dialogic Pedagogy and Democratic Education
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Articles
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Author Biographies

Tina Kullenberg, Kristianstad University, Sweden

Tina Kullenberg holds a Doctor of Philosophy in Education, currently working at Kristianstad University (Sweden) as a lecturer in teacher education programs and postgraduate courses in Educational Science. Her research focuses on pedagogical communication, applying dialogic and sociocultural perspectives on teaching and learning. Lately, she has been especially engaged in Bakhtin-inspired approaches to education. She also has a special interest in addressing democratic issues with a relational lens, for example, exploring the intricate dynamics of power-relations in educational dialogues between teachers and students or peers, premises for student agency, and other institutionally embedded dilemmas or opportunities in schooling. Moreover, she has a background in the area of music education, in theory, and practice.

Ana Marjanovic-Shane, Independent Scholar, USA

Ana Marjanovic-Shane is an Independent Scholar interested in ethical ontological dialogism and meaning-making in education, democratic education, students’ academic freedoms, and students’ critical and creative authorship in self-education. Her articles in English and Serbian were published in various journals (e.g., Mind, Culture, Activity Journal, Learning, Culture and Social Interaction, Dialogic Pedagogy Journal) and as book chapters in books on play and education. Two recent publications include: Shugurova, O., Matusov, E., & Marjanovic-Shane, A. (2022). The University of Students: A place for joint self-education. Dialogic Pedagogy: An International Online Journal, 10, E1-E42; Marjanovic-Shane, A., Meacham, S., Choi, H. J., Lopez, S., & Matusov, E. (2019). Idea-dying in critical ontological pedagogical dialogue. Learning, Culture and Social Interaction, 20, 68-79, and a book: Matusov, E., A. Marjanovic-Shane & M. Gradovski, (2019). Dialogic pedagogy and polyphonic research art: Bakhtin by and for educators, Palgrave Macmillan. Ana lives and works in the USA.

References

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Kullenberg, T., & Marjanovic-Shane, A. (2020). Democratic education, dialogic pedagogy – synergies and dissonances [Interview]. EARLI SIG 25 Newsletter, 2020(November). Retrieved from https://earli.org/node/139

Matusov, E. (2020a). Envisioning education in a post-work leisure-based society: A dialogical Approach. Cham, Switzerland: Palgrave, MacMillan.

Matusov, E. (2020b). A student’s right to freedom of education. Dialogic Pedagogy: An International Online Journal, 8 (2020), SF1-SF28, doi:https://doi.org/10.5195/dpj.2020.357.

Matusov, E., & Marjanovic-Shane, A. (2017). Promoting students’ ownership of their own education through critical dialogue and democratic self-governance. Dialogic Pedagogy: An International Online Journal, 5, E1-E29, doi:10.5195/dpj.2017.199.

Matusov, E., & Marjanovic-Shane, A. (2019). Intrinsic education and its discontents. In L. Tateo (Ed.), Educational dilemmas: A cultural psychological perspective (pp. 21-40). New York: Routledge.

Matusov, E., & von Duyke, K. (2010). Bakhtin’s notion of the Internally Persuasive Discourse in education: Internal to what? (A case of discussion of issues of foul language in teacher education). In K. Junefelt & P. Nordin (Eds.), Proceedings from the Second International Interdisciplinary Conference on perspectives and limits of dialogism in Mikhail Bakhtin Stockholm University, Sweden June 3-5, 2009 (pp. 174-199). Stockholm: Stockholm University.

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Windley, B., Belrhiti, L., Chippington, N., & White, S. (2019). Regulatory Compliance Inspection Report For Schools with Residential Provision: Summerhill School. Retrieved from United Kingdom: http://www.summerhillschool.co.uk/downloads/Regulatory%20Compliance%20Inspection%20Report%20June%202019.pdf