Dialogue, tolerance, and reflection
Reconsidering commonplace instructional praxes
Bibliographic Data
| ID | 21747222 |
|---|---|
| Authors | Pauli Badenhorst (0000-0003-0599-3796, The University of Texas Rio Grande Valley, corresponding author), Minsoo Kim-Bossard (0000-0002-5963-488X, College of New Jersey) |
| Year | 2026 |
| Pages | 1-27 |
| Publication date | 2026-03-23 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Curriculum and Pedagogy (JOURNAL) |
| Journal identifiers | ISSN: 1550-5170 • E-ISSN: 2156-8154 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/15505170.2026.2622048 |
| OpenAlex | W7140085520 |
| Language | EN |
| References cited | 29 |
The following theoretical-conceptual paper investigates how uncritical applications of commonplace instructional practices—dialogue, tolerance, and reflection—may inadvertently perpetuate and maintain inequities and marginalization within teaching and learning contexts. via a bricolage of critical perspectives, we advocate for deep rethinking (or pedagogical contemplation) of commonplace instructional practices in a manner uncovering hidden contradictions that may reproduce inequity and marginalization in local classroom contexts. In conclusion, we argue for the crucial import of situated contemplation prior to action for greater empathy-building as the foundation of anti-oppressive education
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| Highly cited | No |
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