Dialogic Coordination Through the Compassionate Impactful Communication Cycle: Towards Realising Matusov’s (2026) Uniqueness Model of Educational Justice

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Published: Apr 28, 2026
DOI: https://doi.org/10.5195/dpj.2026.813

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Muhammad Rahimi
Singapore Institute of Technology, Singapore

Abstract

In this commentary, I engage with Eugene Matusov’s (2026) “Uniqueness Model of Educational Justice” to critique standardisation enacted as non-dialogic sameness that marginalises students’ perspectives, values, and self-authored goals. In response, I propose a dialogic coordination framework that supports students in articulating and pursuing their own educational trajectories through sustained, critical dialogue with educators and educational institutions. To operationalise this approach, I introduce the Compassionate Impactful Communication Cycle as a practical mechanism for facilitating empathetic, reflective, and co-creative dialogue. Drawing on dialogic theory, Self-Determination Theory, and critical thinking frameworks, the Cycle is designed to surface participants’ values, goals, and concerns, enabling the co-construction of meaningful and context-responsive educational pathways. Extending Matusov’s framework, I argue that even in vocational and training contexts, educational endpoints should remain open to dialogue. Within this perspective, equity is situational, aiming to enable students to realise their self-authored goals. The constitutive view of communication holds that society, organisations, and their policies, values, and practices are constituted in and through communication. Aligned with this view, I introduce a dialogic framework to constitute the Uniqueness Model of Educational Justice. I offer dialogic coordination as both a conceptual and practical contribution and invite further dialogue about its possibilities and limits across diverse educational contexts.

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How to Cite
Rahimi, M. (2026). Dialogic Coordination Through the Compassionate Impactful Communication Cycle: Towards Realising Matusov’s (2026) Uniqueness Model of Educational Justice. Dialogic Pedagogy: A Journal for Studies of Dialogic Education, 14(1), C10-C14. https://doi.org/10.5195/dpj.2026.813
Issue
Vol. 14 No. 1 (2026)
Section
Commentaries on published articles
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Author Biography

Muhammad Rahimi, Singapore Institute of Technology, Singapore

Muhammad Rahimi, PhD, is an Assistant Professor in the Centre for Professional Communication (CPC) at Singapore Institute of Technology (SIT), Singapore. He earned his PhD in Education from the University of Auckland. He has decades of experience leading and teaching undergraduate and postgraduate courses across multiple countries and is committed to advancing education and research to improve lives. His work has been published in leading international journals, and he serves as a reviewer and editor for several reputable publishers. He has extensive experience in a wide range of research methodologies, including quantitative, qualitative, and mixed methods approaches.

Dr. Rahimi’s areas of expertise include English language and communication education, critical thinking education, student engagement, curriculum theory and design, educational theories, teaching methodologies, educational assessment, teacher education, GenAI in education, and research methodologies. He is recognised for his scholarly impact, as reflected in his global ranking on ScholarGPS 2025. Email: muhammad.rahimi@singaporetech.edu.sg, ORCID: https://orcid.org/0000-0002-7450-8902.

References

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Matusov, E. (2026). Against equity: Toward a uniqueness model of educational justice. Dialogic Pedagogy: A Journal for Studies of Dialogic Education, 14(1), E1–E25. https://doi.org/10.5195/dpj.2026.799.

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Rahimi, M. (2026, March 18). The impactful communication cycle. [LinkedIn post]. LinkedIn. https://lnkd.in/gZR4AYVx.

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