Dialogic Pedagogy: An International Online Journal

The purpose of 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 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-Shane, and Jim Cresswell; see also Editorial Team



Call for papers for the Special Issue of DPJ in 2020 “Dialogic Pedagogy and Undergraduate, Graduate and Postgraduate Supervision/Advisement”


DPJ is announcing a special issue dedicated to the dialogic pedagogy and undergraduate, graduate and postgraduate supervision/advisement. We are happy to announce a call for abstracts for this special issue that will be published at the beginning of 2020.
We loosely define “dialogic pedagogy” as any scholarship and pedagogical practice that prioritizes dialogue in supervision\advisement situations across a wide range of institutional and non-institutional learning settings. In the emerged approaches to the dialogic pedagogy, the relationships between a supervisor/advisor, a supervisee/advisee and educational system or company tend to differ in issues of freedom, respect to human being, and supervisee/advisee’ prior knowledge and experience from such relationship that are practiced  within monologic and strict educational hierarchies, where a supervisor/advisor is considered to be an all-knowing subject while a supervisee/advisee is a fully dependent learner.

In this special issue of “Dialogic Pedagogy: An International Online Journal”, we want to explore complex issues of dialogue inspired supervision/advisement relationships in their various practices, commonalities and differences from the non-dialogic supervision/advisement situations across both the undergraduate, graduate and postgraduate fields. Supervision/advisement can be defined as a relational process between a single academic or a team of academics and administrators, on the one hand, and a learner or learners, on the other hand, aimed at guiding the learners toward completion of their research project or field/pre-service practice period on the undergraduate, graduate and postgraduate levels.

If you are interested in publishing in this special issue, please, send an abstract between 400 and 600 words that contains research question(s), methodological background and methodical choices for your study by the 3oth of June 2019 to mikhail.gradovski@uis.no . The authors of the abstracts will be informed on the editorial decision before the 31st of July 2019. The deadline for submission of the manuscripts of the articles is the 31st of October 2019.  All the manuscripts will be peer reviewed.


Eugene, Ana, Jim, Mikhail and Silviane

Posted: 2019-03-18
More Announcements...

Vol 7 (2019)

Table of Contents


Robin Alexander
Eugene Matusov, Ana Marjanovic-Shane, Tina Kullenberg, Kelly Curtis


Elizabeth L. Jaeger
Michael B Sherry

Commentaries on published articles

Aireen Grace Andal


T. Hunter Strickland