The purpose of the Dialogic Pedagogy Journal is to advance international scholarship and pedagogical practice in the area of dialogic pedagogy. The journal is multidisciplinary, international, multi-paradigmatic, and multicultural in scope. It is accepting manuscripts that present NEW and/or significantly expanded previous scholarship that addresses the dialogic nature of teaching and learning in formal institutional and informal settings. The relationship between pedagogy and dialogue should not be limited to or defined by any particular institutions, specific settings, age of the participants, or fields – new visions and insight on particular tensions can arise from debates among paradigms, practices, and events, and DPJ supports diverse, sometimes even oppositional positions. Hence, we encourage any research scholars and practitioners with an interest in dialogue and pedagogy to submit articles for editorial consideration. More...

Editor-in-Chief: Eugene Matusov; Deputy Editors: Ana Marjanovic-ShaneJim Cresswell; Mikhail Gradovski; and Olga Shugurova. See also Editorial Team

Call for papers for a DPJ Specia Issue: Boundaries between dialogic pedagogy and argumentation theory


DPJ is announcing a call for papers for a new Special Issue: Boundaries between dialogic pedagogy and argumentation theory

The two fields of generally defined “dialogic pedagogy” (DP) and “argumentation theory” (AT) are often viewed and studied separately, ignoring the meaningful connections between engaging in authentic dialogue and participating in constructive argumentation. According to theorists of learning such as Michael Billig and Deanna Kuhn, arguing, both in intra- and inter-personal contexts necessarily imply engaging in dialogue.

It seems that the boundaries between dialogue, perceived as any type of meaningful interpersonal interaction, and argumentation, perceived as a constructive dialogical interaction, are not, or should not be, necessarily highlighted as restrictive. The two processes, and subsequently the two fields of research, contain or at least complement each other (see also Schwarz & Baker, 2016).

This SI will aim to further explore the productive boundaries between dialogic pedagogy and argumentation theory and research, focusing on the following problems (different but related questions are possible as well):

  • How are teachers’ and students’ dialogicality manifested in classroom discourse?
  • How do teachers’ and peers’ dialogical behaviors affect students’ engagement in productive and constructive argumentation?
  • What types/instances of argumentative reasoning/interaction emerge within dialogically framed pedagogical environments?
  • What features of dialogical pedagogy influence a greater manifestation of argumentative reasoning behavior among children, adolescents, and even adults?
  • Can argumentative pedagogical framing help talking and listening become dialogue?

If interested to submit a proposal for a paper in this special issue, please read more here

Invitation to submit your idea for a special issue


Invitation to submit ideas for a special issue

Dear members of the Editorial Board and readers of the DPJ,

You are invited to submit your idea for a special issue devoted to a facit of dialogic pedagogy. 

In order to do it, please, read the special issue submission policy Special Issue Proposal Policy | Dialogic Pedagogy: An International Online Journal (

and submit your idea by sending the email to


Professor Mikhail Gradovski on behalf of the Editorial Board of DPJ

Vol. 10 (2022)

Published: 2022-01-05

The University of Students: A place for joint self-education

Olga Shugurova, Eugene Matusov, Ana Marjanovic-Shane


The dialogic nature of regulation in collaborative digital argumentative writing practices

Zuany Luz Paba Argote, Diana De Castro Daza, Nancy Ramírez Roncancio


Dialogical interactions mediated by technology in mathematics education

Giovannina Albano, Monica Mollo, Maria Polo, Giuseppina Marsico

DT22 - DT40

Adopting educational robotics and coding to open dialogic spaces in lower secondary education

Giuseppe Ritella, Fedela Feldia Loperfido, Gianfranco De Giglio, Antonietta Scurani, Maria Beatrice Ligorio


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