Dialogic teaching as a democratic response in a post-truth era: a cross-cultural theoretical analysis

• In Event: AERA Roundtable Session Saturday 3:45 pm - Gold 4
  In Roundtable Session: Education at cross-roads: Education and Cultural Perspectives Across Nations

Abstract

Dialogic teaching provides a democratic pedagogical response to post-truth challenges. This study develops a cross-cultural theoretical analysis comparing primary classrooms in England and Mainland China. Integrating Bakhtinian, Vygotskian, and Freirean perspectives, we propose a model of dialogic pedagogy across classroom, cultural, and sociopolitical contexts. This framework demonstrates how dialogic teaching can mitigate ideological polarisation, false consensus, and other post-truth dynamics by promoting critical thinking and inclusive dialogue. Comparative analysis highlights shared principles and contextual differences in implementing dialogic teaching. Despite varying cultural and political conditions, findings suggest dialogic pedagogy effectively develops students’ abilities to critically evaluate information and engage diverse perspectives, underscoring its significance for fostering democratic education in an increasingly divided and information-rich global landscape.

Author

• Shuying Li, University of Nottingham