Dialogic Multicultural Education Theory and Praxis: Dialogue and the Problems of Multicultural Education in a Pluralistic Society

Main Article Content

Nermine Abd Elkader

Abstract

The purpose of this theoretical article is to highlight the role that dialogic pedagogy can play in critical multicultural education for pre-service teachers. The article starts by discussing the problematic that critical multicultural education poses in a democratic society that claims freedom of speech and freedom of expression as a basic tenet of democracy. Through investigating research findings in the field of critical multicultural education in higher education, the author argues that many of the educational approaches-including the ones that claim dialogue to be their main instructional tool- could be described as undemocratic, and thus have done more harm than good for the multicultural objectives. On the other hand, the author argues that dialogic pedagogy could be a better approach for critical multicultural education as it promises many opportunities for learning that do not violate the students’ rights of freedom of expression and freedom of association. Throughout this paper, the author tries to clarify the difference between dialogic pedagogy and other conceptualizations of dialogue in critical multicultural education arguing for the better suitability of dialogic pedagogy for providing a safer learning environment that encompasses differing and at times conflicting voices.

Article Details

How to Cite
Elkader, N. A. (2015). Dialogic Multicultural Education Theory and Praxis: Dialogue and the Problems of Multicultural Education in a Pluralistic Society. Dialogic Pedagogy: An International Online Journal, 3. https://doi.org/10.5195/dpj.2015.71
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Articles
Author Biography

Nermine Abd Elkader, University of Delaware

Nermine Abd Elkader has recently graduated with a Ph.D. degree in the Sociocultural and Communal Approaches in Education at the University of Delaware. She is currently working on a research project that involves the professional development of in-service teachers who wish to follow the dialogic approach in their classrooms.