Dialogue across Differences
Continuing the Conversation
Bibliographic Data
| ID | 23329231 |
|---|---|
| Authors | Nicholas C Burbules (0000-0003-4956-5590), Nicholas Burbules, Suzanne Rice (0000-0002-2427-1361) |
| Year | 1991 |
| Volume | 61 |
| Issue | 4 |
| Pages | 393-417 |
| Publication date | 1991-12-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Harvard Educational Review (JOURNAL) |
| Journal identifiers | ISSN: 0017-8055 • E-ISSN: 1943-5045 |
| Publisher | Harvard Education Publishing Group (PUBLISHER) |
| DOI | 10.17763/haer.61.4.yr0404360n31j418 |
| OpenAlex | W1909452353 |
| Language | EN |
| Citations received | 73 |
| References cited | 5 |
In this article, Nicholas Burbules and Suzanne Rice engage several of the central claims made by postmodern authors about the possibilities and limits of education. Specifically,they focus on postmodern conceptions of difference, and on the question of whether dialogue across differences, particularly differences in social power, is possible and worthwhile. In order to answer this question, Burbules and Rice distinguish two trends within postmodern thought: one extends and redefines modernist principles such as democracy, reason, and equality; the other deconstructs and rejects these principles. They argue that it is the redefinition of modernist principles, not their wholesale rejection, that offers educators the most hopeful and useful conception of dialogue across differences.
Aesthetics · Conversation · Democracy · Epistemology · Focus (optics) · Order (exchange) · Political science · Politics · Postmodernism · Power (physics) · Sociology · Critical and Liberation Pedagogy · Global Educational Policies and Reforms · Law · Philosophy · Philosophy, Ethics, and Existentialism
O lugar do diálogo nas políticas públicas de educação ambiental
The Problematics of Dialogue and Power
Who's in, who's out
Enhancing Cross-cultural Competence in Multicultural Teacher Education
Queer Pedagogy
Critical Thinking as a Normative Practice in Life
Resonance in Preservice Teacher Inquiry
From social interaction to individual reasoning
Putting Students at the Centre in Education Reform
Collaboration and Team Science
Towards a relevant African philosophy of education
Education as Ascetic Practice
Opportunities and hindrances for promoting interdisciplinary learning in schools
Wish You Were Queer
Religious education
Mission as conversion
The Challenge for Religious Education in Zambia’s Formal Education System
Combining the dialogic and the dialectic
Educational Experiences and the Online Student
Critical Reflection on Lived Experience in a Bilingual Reading Course
Notes on evaluating the ecology of rehabilitation praxis
Problems and Possibilities of Dialogue Across Cultures
Deliberating across differences
Understanding Dialogue as Practice
Dialogue in Evaluation
Paradigmatic Framing of Protracted, Intractable Conflict
Education, Literacy and Political Commitment in Postmodern Times
Classroom as Real World
Transforming First Nations research with respect and power
Performing goodness in qualitative research methods
Trans*versing the DMZ
Perspectives on cases
Deconstructing “child development knowledge” and “teacher preparation”
Denying Anthropogenic Climate Change
We Made Progress
Theater
Examining the Connection Between Identity Construction and the Understanding of Multicultural Education
An Alternative to Critical Postmodernist Antifoundationalism
The moral is in the practice
Computer conferencing, critical reflection, and teacher development
Considering teaching's consequences
Searching for Global Literacy
Researching to improve theory, policy and practice. An essay review of Viviane Robinson, Problem‐based Methodology
Policymaking Pragmatics
Empowering Dialogues in Humanistic Education
On translating ourselves
Towards a Theoretical Framework for Understanding Social Justice in Educational Practice
Phenomenological Pedagogy in Higher Education of Mental Health Workers
Creating Community in a University Production of Bocon
Diversity in Canadian education
Different Starting Points, Different Stories
The Relevance of Critical Postmodernism for Emancipatory Labor Education
Making a Difference
Teaching and Learning about Controversial Issues
Is Dialogic Questioning Possible in Social Studies Classrooms
Deindustrialization and urban schools
Dancing with the Monster
From Shared Fate to Shared Fates
Self, community and the overcoming of prejudice
The Epic and the Novel
The Interpretive Turn and the New Debate in Education
Public Discourses in Schools
Higher Education's Self-Reflexive Turn
Articles
Parallel Subaltern Feminist Counterpublics in Cyberspace
Large group interventions as a tool for community visioning and planning
Rethinking Dialogue in Networked Spaces
Comparability work and the management of difference in research synthesis studies
Multicultural Teacher Education
Teaching and Knowing
Illuminating Beliefs about Diversity
The Unconscious Subject of Education
Resisting the Politics of Despair
| Unique citing works | 73 |
|---|---|
| Citations per year | 2,21 |
| Citation span | 1993 - 2025 (33) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 66 |