Dialogic Pedagogy and Educating Preservice Teachers for Critical Multiculturalism

Elkader, Nermine Abd

doi:10.1177/2158244016628592

Cited by 7 publications

(2 citation statements)

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“…Durante el siglo XX, dos corrientes de la pedagogía dialógica han inspirado a numerosas experiencias educativas en diferentes contextos, a saber, la pedagogía dialógica freiriana (Freire, 1970;Freire y Shor, 2008) y la pedagogía dialógica bakhtiana (Abd, 2016;Bakhtin, 1991). Entre ellas están, las descritas por Velasco y Alonso de González (2008): pedagogía comunicativa, instrucción dialógica, investigación dialógica, enseñanza dialógica e instrucción con andamiaje.…”

Section: Introductionunclassified

Transformando el Menosprecio en Reconocimiento. Comunidades Escolares Movilizadas

Ferrada¹,

Pino²

2021

RIEJS

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El modelo de justicia social de reconocimiento ha adquirido particular connotación en el marco de los movimientos sociales contemporáneos, de forma especial en aquellos colectivos tradicionalmente invisibilizados, como comunidades indígenas, rurales, urbano marginales, entre muchas otras. Enlazador de mundos es un movimiento social chileno que se auto organiza en este tipo de contextos, por medio de aulas comunitarias dialógicas, a fin de superar la infravaloración del patrimonio cultural de estas comunidades en los currícula oficiales. Conocer cómo se organizan estos colectivos para superar las injusticias en estas aulas, resulta de interés. Mediante una investigación acción participativa, se identificaron las formas de injusticia/menosprecio y justicia/reconocimiento producidas en las dinámicas organizativas que adoptan los colectivos sociales que forman parte de estas aulas comunitarias. Para ello, se constituyeron tres comunidades de investigación en tres escuelas en diversidad de contextos culturales: campesino, minero, mapuce, en diferentes regiones geográficas del país. Los resultados evidencian, por una parte, que las dinámicas organizativas de los colectivos que movilizan las aulas comunitarias, son capaces de generar justicia social atribuible a diferentes formas de reconocimiento, y por otra, que las injusticias identificadas como formas de menosprecio, resultaron ser las gatillantes del proceso transformador dialógico que logra producir la justicia de reconocimiento social.

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Section: Introductionunclassified

Transformando el Menosprecio en Reconocimiento. Comunidades Escolares Movilizadas

Ferrada¹,

Pino²

2021

RIEJS

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“…Three studies dealt with secondary school children and their teachers (Gillies, 2016;Lee, 2016;Pehmer et al, 2015). One study dealt with primary and secondary school children (Fisher & Larkin, 2008), one with university students studying education (Hajhosseiny, 2012), one with pre-service teachers (Abd Elkader, 2016), and one with university students, teachers and mentors (Edwards-Groves, & Hoare, 2012).…”

Section: Resultsmentioning

confidence: 99%

Turning Classroom Dialogue into a Quality Dialogic Pedagogy - A Systematic Literature Review

Shapir¹

2023

The European Proceedings of Educational Sciences

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Dialogue is defined as a process where people communicate in words what they are thinking or feeling in a question-and-answer manner in order to produce new ideas for all involved. Classroom dialogue includes all forms of verbal interactions that occur between a child and a teacher, all being a form of pedagogy. Teachers often "think" that are promoting dialogue in their classrooms by asking many questions and "listening" to the children's answers. Also, teachers often tend to lead children to preformed conclusions by looking for answers that they want to hear, leaving practically no room for openended questions and authentic classroom dialogue. Despite the importance of classroom dialogue, there is a lack of research on intervention programs that can facilitate the promotion of open dialogue by teachers in general and pre-service teachers, in particular. The objective of this study is to evaluate the current state of research-informed knowledge regarding dialogic approaches in preschools and classrooms. The methodological approach consists of a systematic review of the aims of the research done on dialogic approaches that can be found in the literature, the types of research, having as an objective the identification of the dimensions of dialogic pedagogy and the instruments that are most frequently used to assess the outcomes of dialogic pedagogy programs, by examining the current literature. The results of this systematic literature review could be valuable in designing pedagogical intervention programs for teachers working with all ages, especially for pre-service teachers during their training.

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Dialogic pedagogy linking worlds: participatory community classrooms.

Ferrada

2019

Pedagogy, Culture & Society

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Dialogic Pedagogy and Educating Preservice Teachers for Critical Multiculturalism

Cited by 7 publications

References 28 publications

Transformando el Menosprecio en Reconocimiento. Comunidades Escolares Movilizadas

Transformando el Menosprecio en Reconocimiento. Comunidades Escolares Movilizadas

Turning Classroom Dialogue into a Quality Dialogic Pedagogy - A Systematic Literature Review

Dialogic pedagogy linking worlds: participatory community classrooms.

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