Relationships between Democratic Education and Dialogic Education: Conclusion

Article Sidebar

Cover page Vol. 11 No. 2
PDF
Published: Jan 19, 2023
DOI: https://doi.org/10.5195/dpj.2023.560

Main Article Content

Eugene Matusov
University of Delaware, USA

Abstract

In my conclusion, I want to return back to the issue raised by the co-editors of this special issue: what are the relationships between Democratic Education and Dialogic Education, between dialogue and democracy? For that, I consider the following three topics: 1) their polysemy, multiple meanings, of these two concepts, 2) their complementarity; and 3) their tensions and incompatibilities.

Article Details

How to Cite
Matusov, E. (2023). Relationships between Democratic Education and Dialogic Education: Conclusion. Dialogic Pedagogy: A Journal for Studies of Dialogic Education, 11(2), A285-A296. https://doi.org/10.5195/dpj.2023.560
Issue
Vol. 11 No. 2 (2023): Dialogic Pedagogy and Democratic Education
Section
Articles
Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish with this journal agree to the following terms:

  1. The Author retains copyright in the Work, where the term “Work” shall include all digital objects that may result in subsequent electronic publication or distribution.
  2. Upon acceptance of the Work, the author shall grant to the Publisher the right of first publication of the Work.
  3. The Author shall grant to the Publisher and its agents the nonexclusive perpetual right and license to publish, archive, and make accessible the Work in whole or in part in all forms of media now or hereafter known under a Creative Commons Attribution 4.0 International License or its equivalent, which, for the avoidance of doubt, allows others to copy, distribute, and transmit the Work under the following conditions:
    1. Attribution—other users must attribute the Work in the manner specified by the author as indicated on the journal Web site;
    with the understanding that the above condition can be waived with permission from the Author and that where the Work or any of its elements is in the public domain under applicable law, that status is in no way affected by the license.
  4. The Author is able to enter into separate, additional contractual arrangements for the nonexclusive distribution of the journal's published version of the Work (e.g., post it to an institutional repository or publish it in a book), as long as there is provided in the document an acknowledgement of its initial publication in this journal.
  5. Authors are permitted and encouraged to post online a prepublication manuscript (but not the Publisher’s final formatted PDF version of the Work) in institutional repositories or on their Websites prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work. Any such posting made before acceptance and publication of the Work shall be updated upon publication to include a reference to the Publisher-assigned DOI (Digital Object Identifier) and a link to the online abstract for the final published Work in the Journal.
  6. Upon Publisher’s request, the Author agrees to furnish promptly to Publisher, at the Author’s own expense, written evidence of the permissions, licenses, and consents for use of third-party material included within the Work, except as determined by Publisher to be covered by the principles of Fair Use.
  7. The Author represents and warrants that:
    1. the Work is the Author’s original work;
    2. the Author has not transferred, and will not transfer, exclusive rights in the Work to any third party;
    3. the Work is not pending review or under consideration by another publisher;
    4. the Work has not previously been published;
    5. the Work contains no misrepresentation or infringement of the Work or property of other authors or third parties; and
    6. the Work contains no libel, invasion of privacy, or other unlawful matter.
  8. The Author agrees to indemnify and hold Publisher harmless from Author’s breach of the representations and warranties contained in Paragraph 6 above, as well as any claim or proceeding relating to Publisher’s use and publication of any content contained in the Work, including third-party content.

Revised 7/16/2018. Revision Description: Removed outdated link. 

Author Biography

Eugene Matusov, University of Delaware, USA

Eugene Matusov is a Professor of Education at the University of Delaware. He studied developmental psychology with Soviet researchers working in the Vygotskian paradigm and worked as a schoolteacher before immigrating to the United States. He uses sociocultural and Bakhtinian dialogic approaches to education. His current research and practice focus is on Democratic Dialogic Education. His recent books are: Matusov, E. (2020), "Envisioning education in a post-work leisure-based society: A dialogic perspective." Matusov, E., Marjanovic-Shane, A., & Gradovski, M. (2019), "Dialogic pedagogy and polyphonic research art: Bakhtin by and for educators."

References

Alexander, R. J. (2015). Dialogic pedagogy at scale: Oblique perspectives. Socializing intelligence through academic talk and dialogue, 429-439.

Bakhtin, M. M. (1991). The dialogic imagination: Four essays by M. M. Bakhtin (C. Emerson & M. Holquist, Trans.). Austin, TX: University of Texas Press.

Bakhtin, M. M. (1993). Toward a philosophy of the act (V. Liapunov, Trans. 1st ed.). Austin: University of Texas Press.

Bakhtin, M. M. (1999). Problems of Dostoevsky's poetics. Minneapolis: University of Minnesota Press.

Bibler, V. S. (2009). The foundations of the School of the Dialogue of Cultures Program. Journal of Russian & East European Psychology, 47(1), 34–60.

Böheim, R., Schnitzler, K., Gröschner, A., Weil, M., Knogler, M., Schindler, A.-K., . . . Seidel, T. (2021). How changes in teachers' dialogic discourse practice relate to changes in students' activation, motivation and cognitive engagement. Learning, Culture and Social Interaction, 28, 100450.

Clarke, S. N., Resnick, L. B., & Rosé, C. P. (2015). Dialogic instruction: A new frontier. In L. Corno & E. M. Anderman (Eds.), Handbook of educational psychology (3 ed., pp. 392-403). New York: Routledge.

Dewey, J. (1997). Democracy and education: An introduction to the philosophy of education. New York: Free Press.

Freire, P. (1986). Pedagogy of the oppressed. New York: Continuum.

Gray, P., Riley, G., & Curry-Knight, K. (2021). Former students' evaluations of experiences at a democratic school: Roles of the Democratic Processes, Staff, and the Community of Students. Other Education, 10(2), 4-25. Retrieved from https://www.othereducation.org/index.php/OE/article/view/305/304

Greenberg, D. (1991). Free at last: The Sudbury Valley School. Framingham, MA: Sudbury Valley School Press.

Holt, J. C. (1976). Instead of education: Ways to help people do things better (1st ed.). New York: Dutton.

Jørgensen, M. (2023). From a school rebellion to a rebel school – its people and their initial struggles with democracy in education. Dialogic Pedagogy: An International Online Journal, 11(2), A133-A157, doi:10.5195/dpj.2023.414.

Kant, I. (1784). An answer to the question: What is Enlightenment? Retrieved from https://www.stmarys-ca.edu/sites/default/files/attachments/files/Kant--What%20Is%20Enlightenment_.pdf

Klag, P. (1994). A new look at Invitational Education. The Collaborator, 5(14), 1-2.

Lefstein, A., & Snell, J. (2013). Better than best practice: Developing teaching and learning through dialogic pedagogy. New York: Routledge.

Llewellyn, G. (1998). The teenage liberation handbook: How to quit school and get a real life and education (Rev., 2nd ed ed.). Eugene, OR: Lowry House.

Marino Filho, A. (2023). A way to overcome violence through a democratic and dialogical process. Dialogic Pedagogy: An International Online Journal, 11(2), A261-A284, doi:10.5195/dpj.2023.283.

Marjanovic-Shane, A. (2016). “Spoilsport” in drama education vs. dialogic pedagogy. Dialogic Pedagogy: An International Online Journal, 4, A45-A80. doi:10.5195/dpj.2016.151

Marjanovic-Shane, A. (2023a). Dialogic pedagogy in democratically run schools: Introduction. Dialogic Pedagogy: An International Online Journal, 11(2), A12-A20, doi:10.5195/dpj.2023.559.

Marjanovic-Shane, A. (2023b). Four person-ideas in a soul-searching internally persuasive discourse. Dialogic Pedagogy: An International Online Journal, 11(2), A198-A216, doi:10.5195/dpj.2023.478.

Marjanovic-Shane, A. (2023c). A paradigmatic dialogue-disagreement in a democratic school: A conceptual analysis of a soul-searching assembly meeting. Dialogic Pedagogy: An International Online Journal, 11(2), A217 - A244, doi:10.5195/dpj.2023.445.

Marjanovic-Shane, A. (2023d). A Soul-Searching Assembly — A Vignette. Dialogic Pedagogy: An International Online Journal, 11(2), A165-A197, doi:10.5195/dpj.2023.360.

Marjanovic-Shane, A., Kullenberg, T., & Gradovski, M. (2023). Scandinavian experiments in democratic education. Dialogic Pedagogy: An International Online Journal, 11(2), A158-A164, doi:10.5195/dpj.2023.477.

Matusov, E. (2009). Journey into dialogic pedagogy. Hauppauge, NY: Nova Science Publishers.

Matusov, E. (2018). Mapping dialogic pedagogy: Instrumental and non-instrumental education. In A. Rosa & J. Valsiner (Eds.), The Cambridge Handbook of Sociocultural Psychology (2nd ed., pp. 274-301). Cambridge, UK: Cambridge University Press.

Matusov, E. (2020). Envisioning education in a post-work leisure-based society: A dialogic perspective. New York: Palgrave.

Matusov, E. (2021a). Progressive education is the opium of the educators. Integrative Psychological and Behavioral Science, 1-34.

Matusov, E. (2021b). The relationship between education and learning and its consequences for dialogic pedagogy. Dialogic Pedagogy: An International Online Journal, 9, E1-E19, doi:10.5195/dpj.2021.425.

Matusov, E. (2022a). Sociocultural positivism: Critical evaluation in three research vignettes. Culture & Psychology, 1-27, doi:10.1177/1354067X221114131.

Matusov, E. (2022b). The teachers’ pedagogical fiduciary duty to their students. Integrative Psychological and Behavioral Science, 1-26, doi:10.1007/s12124-022-09690-8.

Matusov, E. (2022, December). The stand of Dialogic Pedagogy in our times of peace and war: My perspective. Paper presented at the The International Dialogic Pedagogy online conference.

Matusov, E. (2023a). Democracy, dialogism, therapy, progressivism, anarchism, and other values in Martin Duberman’s innovative pedagogy. Dialogic Pedagogy: An International Online Journal, 11(2), A49-A92, doi:10.5195/dpj.2023.385.

Matusov, E. (2023b). Teacher as a benevolent dictator: Promoting an educational culture of democratic dialogic education. Dialogic Pedagogy: An International Online Journal, 11(2), A245 - A260, doi:10.5195/dpj.2023.331.

Matusov, E., & Marjanovic-Shane, A. (2012). Diverse Approaches to Education: Alienated Learning, Closed and Open Participatory Socialization, and Critical Dialogue. Human Development, 55(3), 159-166, doi:10.1159/000339594.

Matusov, E., & Marjanovic-Shane, A. (2015). Rehabilitation of power in Democratic Dialogic Education. In K. Jezierska & L. Koczanowicz (Eds.), Democracy in dialogue, dialogue in democracy (pp. 193-209). Farnham, UK: Ashgate Publishing Ltd.

Matusov, E., & Pease-Alvarez, C. (2020). Moving from collaboration to critical dialogue in action in education. Dialogic Pedagogy: An International Online Journal, 8, A1-A19, doi:10.5195/dpj.2020.292.

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.

Neill, A. S. (1960). Summerhill: A radical approach to child rearing. New York: Hart Publishing Company.

Plato, & Riddell, J. (1973). The Apology of Plato, with a revised text and English notes, and a digest of Platonic idioms. New York,: Arno Press.

Rietmulder, J. (2019). When kids rule the school: The power and promise of democratic education. Gabriola Island, Canada: New Society Publishers.

Rietmulder, J., & Marjanovic-Shane, A. (2023). Freedom, dialogue, and education in a democratic school. Dialogic Pedagogy: An International Online Journal, 11(2), A21-A48, doi:10.5195/dpj.2023.488.

Shread, C., & Osόrio, M. (2018). School Circles: Wondering school in the Netherlands [Documentary film]. Netherlands: Wonder school.

Stirner, M. (2017). The unique and its property (W. Landstreicher, Trans.). Baltimore: Underworld Amusements.

Webb, N. M., Franke, M. L., Ing, M., Turrou, A. C., Johnson, N. C., & Zimmerman, J. (2019). Teacher practices that promote productive dialogue and learning in mathematics classrooms. International Journal of Educational Research, 97, 176-186.