Democratic Means for Democratic Ends: The Possibilities of Bakhtin's Dialogic Pedagogy for Social Studies

Cuenca, Alexander

doi:10.1080/00377996.2010.484442

Cited by 10 publications

(8 citation statements)

References 25 publications

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“…That teachers rarely engage students in dialogue is not surprising given perceptions about the reality of the profession (Magill & Salinas, 2018;Segall, 2003). Second, dialogue typically only occurs when prompted by the teacher (Byun et al, 2014;Cuenca, 2010). Some have suggested that this is the case because teachers are more overly concerned with managing dialogue and, in turn, inhibit authentic engagement with real civic concerns and silence students whose worldviews differ from their own (Fecho & Botzakis, 2007;Glass, 2004;Scott, 2013).…”

Section: Critical Dialoguementioning

confidence: 99%

Theory–Praxis Gap: Social Studies Teaching and Critically Transformational Dialogue

Magill

Blevins

2020

Teachers College Record

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Background/Context Social studies scholars have suggested that dialogue is vital to helping students develop the skills and disposition for becoming engaged civic participants. More critical interpretations of dialogical education would suggest that dialogue can also help students develop critically conscious understandings of the world to help them see, share, and overcome the oppressive power relationships that often order civic life. Purpose/Objective/Research Question/Focus of Study Our study examined critical social studies teacher engagements in dialogical teaching, looking at what we term the dialogi-cal theory–praxis gap. We claim teachers tend to engage in skills-based or critical dialogue (as compared with dialogue for more transformational intent), and we were curious about how and why some go further—engaging in what we call transformational critical dialogue as part of their civic teaching praxis. Our two research questions were: (1) How do self-identifying critical social studies teachers use dialogue as part of their critical instructional praxis? (2) What types of critical dialogue do self-identifying critical social studies teachers have with students? Research Design We conducted a multisite critical case study of two self-identifying critical social studies teachers to explore how dialogue existed as an aspect of their praxis. Conclusions/Recommendations Our study revealed that both focal teachers used critical historical inquiry as a way to help students develop the foundational knowledge for discussing social studies concepts and to interpret their placement along spatial and temporal axes of existence. Both teachers grounded their dialogical praxis within the sociocultural knowledge that students brought with them to their classrooms. In all contexts, dialogue was unquestionably learner centered, and teachers used critical dialogue to help students engage in society for real-world social justice purposes. We found that participants differed first in their approach to curriculum as it related to the way they understood the purpose of dialogical instruction. Second, critical dialogue as an educational practice/praxis was situated based on real and perceptual instances of power that a teacher experienced. Third, teacher ideology unquestionably informed how dialogue transpired in the classroom. Recommendations Developing dialogical pedagogical content knowledge with new teacher candidates is foundational to their willingness to engage with students in critically transformational dialogue. Teacher educators can encourage teachers to understand and incorporate the sociocultural knowledge of students and ensure that epistemic justice occurs in their dia-logical exchanges. Teachers of privilege may need to shed or reject the problematic and internalized identities that situate their acting to fully engage in material praxis. Reframing the purpose of schooling and dialogue might be grounded more fully in efforts to improve society by incorporating more critically humanizing education and possibilities for social action.

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Section: Critical Dialoguementioning

confidence: 99%

Theory–Praxis Gap: Social Studies Teaching and Critically Transformational Dialogue

Magill

Blevins

2020

Teachers College Record

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“…However, considering any educational project as neutral and without political implication is both unrealistic and harmful. Cuenca (2010) argues that apoliticizing education especially in the field of social subjects with their emphasis on civic and citizenship participation might lead to the apoliticization of democracy in schools reducing citizenship to mere "good" civic deeds and producing a form of citizenship unable to develop voice or to question the government on big issues such as federal spending and health care. In fact, any monolithic discourse-on either ends of the spectrum-might lead to students' resistance and might harm democratic education rather than reform it; thus emerges the importance of dialogic pedagogy in providing an answer for the problem of diversity and democracy.…”

Section: A5mentioning

confidence: 99%

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

Elkader

2015

Dialogic Pedagogy Journal

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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.

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“…(Parker, 2003;Akar, 2016). Cuenca (2010) asserts that teachers of school subjects are the basis for bringing about change towards democracy when they demonstrate its values and behaviors in front of students, and in their relations with their colleagues, peers, and administrators. Teachers have a noble mission, and they must be committed to that goal while also being cognizant of the substantial responsibility that they hold.…”

Section: Introductionmentioning

confidence: 99%

The Democratic Values Included in Sixth Grade EFL Textbooks in Jordan: Analytical Study

Al-Ma'aitah¹,

Al-Khataybeh

2022

biolae

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This analytical study aimed at analyzing the democratic values existing in sixth-grade English textbooks in Jordan. The population of the study consisted of all content of sixth-grade EFL textbooks during the scholastic year 2021\2022. The researchers developed a content analysis card consisting of 37 democratic values distributed according to (4) fields: Political Principles, Cultural Rights, Human and Social relations, and Religious Values. The findings revealed that there are 1846 democratic values in the sixth-grade textbooks. The findings also indicated that the political principles are the most frequent value in the content of sixth-grade English textbooks while religious values are the least promoted within the textbooks.

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Democratic Means for Democratic Ends: The Possibilities of Bakhtin's Dialogic Pedagogy for Social Studies

Cited by 10 publications

References 25 publications

Theory–Praxis Gap: Social Studies Teaching and Critically Transformational Dialogue

Theory–Praxis Gap: Social Studies Teaching and Critically Transformational Dialogue

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

The Democratic Values Included in Sixth Grade EFL Textbooks in Jordan: Analytical Study

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