English for everyone
Would you like to react to this message? Create an account in a few clicks or log in to continue.
English for everyone

Teaching and learning English as a Foreign Language
 
HomeHome  PortalPortal  SearchSearch  Latest imagesLatest images  RegisterRegister  Log in  

 

 A Dialogical Pedagogy for Inclusive Education - Introduction

Go down 
AuthorMessage
sbaimyyoussef

sbaimyyoussef


Number of posts : 288
Localisation : Tangier
Emploi : Computing teacher
Registration date : 2006-02-26

A Dialogical Pedagogy for Inclusive Education - Introduction Empty
PostSubject: A Dialogical Pedagogy for Inclusive Education - Introduction   A Dialogical Pedagogy for Inclusive Education - Introduction EmptyThu 2 Mar - 11:21

A Dialogical Pedagogy for Inclusive Education - Introduction

David Skidmore (University of Bath, Bath, UK, D.Skidmore@bath.ac.uk)
Deborah Gallagher (University of Northern Iowa, Cedar Falls, USA, deborah.gallagher@uni.edu)


Introduction
Drawing mainly on the theoretical ideas of Bakhtin on the dialogic nature of language (Bakhtin, 1981, 1984; Voloshinov, 1986), a number of authors have stressed the educative potential of teacher-pupil interaction which enables students to play an active part in shaping the agenda of classroom discourse. Examples include: dialogic instruction, characterised by the teacher’s uptake of student ideas, authentic questions and the opportunity for students to modify the topic (Nystrand, 1997); dialogic inquiry, which stresses the potential of collaborative group work and peer assistance to promote mutually responsive learning in the zone of proximal development (Wells, 1999); dialogic teaching, which is collective, reciprocal, cumulative and supportive (Alexander, 2004); and dialogical pedagogy, in which students are invited to retell stories in their own words, using paraphrase, speculation and counter-fictional utterances (Skidmore, 2000). These proposals share a common concern with the ritualistic nature of the predominant patterns of teacher-student interaction exposed by empirical observation studies, and an emphasis on the importance of maximising active student participation in classroom talk as a means of enhancing intersubjective understanding.

With their emphasis on offering students the opportunity to construct meaning in their own words, there is an affinity between these dialogic conceptions of pedagogy and the constructivist approach to education. From a constructivist perspective, learning does not take place apart from the active intellectual, moral, and social engagement of the learner. To recognize this point is to acknowledge the essentially transactional nature of teaching and learning: teaching is not a unidirectional act, something teachers do to students; rather, constructivist theory implies the need for a democratisation of the traditional power relationships between teachers and students, built on a view of students as intellectually autonomous meaning-makers.

In this paper, we will explore the ways in which a dialogical pedagogy aimed at enabling the co-construction of knowledge between student and teacher may contribute to the development of an inclusive educational praxis (Gallagher, Heshusius, Iano, & Skrtic, 2004; Skidmore, 2004). We will discuss the changes to prevailing instructional frameworks which are needed if schools are to make substantive progress toward an inclusion that goes beyond mere physical co-presence in classrooms, and ask what conditions might support the development of a pedagogy in which students are invited to articulate an actively responsive understanding in the course of their learning.
Back to top Go down
 
A Dialogical Pedagogy for Inclusive Education - Introduction
Back to top 
Page 1 of 1
 Similar topics
-
» A Dialogical Pedagogy for Inclusive Education – Part 4
» A Dialogical Pedagogy for Inclusive Education – Part 5
» A Dialogical Pedagogy for Inclusive Education – Part 1
» A Dialogical Pedagogy for Inclusive Education – Part 2
» A Dialogical Pedagogy for Inclusive Education – Part 3

Permissions in this forum:You cannot reply to topics in this forum
English for everyone :: Pedagogy and Methodology-
Jump to: