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