Whose discourse? Dialogic Pedagogy for a post-truth world

@inproceedings{Alexander2019WhoseDD,
  title={Whose discourse? Dialogic Pedagogy for a post-truth world},
  author={Robin Alexander},
  year={2019}
}
If, as evidence shows, well-founded classroom dialogue improves student engagement and learning, the logical next step is to take it to scale. However, this presumes consensus on definitions and purposes, whereas accounts of dialogue and dialogic teaching/pedagogy/education range from the narrowly technical to the capaciously ontological. This paper extends the agenda by noting the widening gulf between discourse and values within the classroom and outside it, and the particular challenge to… CONTINUE READING

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