Emancipating Classrooms: The Necessity of Dialogic Pedagogy

• In Event: 47.098 - Sheraton Roundtable Session Eight - Osgoode Ballroom
  In Roundtable Session: 47.098-2 - Freire SIG Roundtable

Abstract

A significant issue in both teacher education and research is the apparent focus on methods as a means to end oppression and close the perceived “achievement gap.” In addition, the further problematization of educational research reveals that classroom teaching and theoretical perspectives are often viewed as separate, sometimes causing derisive conversations between researchers and practitioners. Dialogic pedagogy is a half-baked method, but is a necessity for social justice education as dialogue allows for a disruption of the status quo. In this paper, the researchers argue that not only do we need a series of methodological approaches, we need an ideological shift that encompasses dialogic pedagogy as necessity for critical thinking that encourages liberation in our classrooms.

Authors

• Charlene E Holkenbrink-Monk, San Diego Mesa College

• Al Schleicher, San Diego State University