Dialogic Pedagogy for Social Justice: A Critical Examination

Studies in Philosophy and Education 27 (2):137-148 (2008)
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Abstract

A crucial component of any education, dialogue is viewed by many social justice educators as their primary means towards rectifying social inequalities. Yet the extent to which the particular educational practices they recommend meet the needs or interests of their students who face systemic disadvantage remains unclear. This essay examines claims for and against dialogical pedagogy for increasing social justice. While conceding that dialogue is necessary for developing praxis as a student and participant in society, the essay argues that the prescriptive tone of some educators committed to social justice undermines their capacity for dealing concretely with the needs and interests of those they intend to better serve. The conclusion is drawn that educators committed to increasing equality must develop pedagogical attitudes informed by various educational implications of structural injustice as well as by the specific contexts in which they serve as teachers of both particular skills and content.

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Citations of this work

Academic freedom of students.Liz Jackson - 2021 - Educational Philosophy and Theory 53 (11):1108-1115.
From Shared Fate to Shared Fates: An Approach for Civic Education.Cong Lin & Liz Jackson - 2019 - Studies in Philosophy and Education 38 (5):537-547.
Systematic Thinking on Dialogical Education.Ariel Sarid - 2012 - Educational Philosophy and Theory 44 (9):926-941.

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References found in this work

Pedagogy of the oppressed.Paulo Freire - 1986 - In David J. Flinders & Stephen J. Thornton (eds.), The Curriculum Studies Reader. Routledge.
Pedagogy of the Oppressed.Paulo Freire - 1970 - New York: Bloomsbury Academic. Edited by Myra Bergman Ramos, Donaldo P. Macedo & Ira Shor.

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