Blurring the boundaries
Opening and sustaining dialogic spaces
Bibliographic Data
| ID | 4947883 |
|---|---|
| Authors | Emma Bouton (0000-0001-6092-8300, The Seymour Fox School of Education, The Hebrew University of Jerusalem, Jerusalem, corresponding author), Adam Lefstein (0000-0002-9686-2662, The Seymour Fox School of Education, The Hebrew University of Jerusalem, Jerusalem), Aliza Segal (0000-0002-9135-4642, Ben-Gurion University of the Negev), Julia Snell (0000-0002-0337-7212, University of Leeds) |
| Year | 2024 |
| Volume | 63 |
| Issue | 2 |
| Pages | 182-197 |
| Publication date | 2024-04-02 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Theory Into Practice (JOURNAL) |
| Journal identifiers | ISSN: 0040-5841 • E-ISSN: 1527-2532 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00405841.2024.2307837 |
| OpenAlex | W4391100583 |
| Language | EN |
| Citations received | 16 |
| References cited | 11 |
Dialogic educators have designed strategies to facilitate dialogic teaching, such as establishing ground rules, employing talk moves, and structuring discussions. Though productive, such strategies rarely open dialogic space, in which shared meaning is created through an interaction that blurs the boundaries between participating voices. Dialogic space is facilitated by tension between perspectives; openness to others, which is facilitated by ego suspension, authority relaxation and respect for and interest in others; and acceptance of dialogue's inherent unpredictability. We explore classroom episodes in which dialogic space did and did not emerge, highlighting the importance of playfulness and mutual attunement for maneuvering within dialogic space. These cases also point to 4 challenges that dialogic space poses: tension between curricular coverage and dialogue's unpredictability; the demands such unpredictability makes on teacher flexibility, knowledge and judgment; equity in the distribution of teacher attention and student participation; and the threat of losing control
Aesthetics · Art · Dialogic · Pedagogy · Sociology · Counseling, Therapy, and Family Dynamics · Psychology
The shades of (un)productive disagreement
Navigating digital dialogue
Deciding who we are
Thinking fast, slow, and ahead
Beyond Common Ground
“We Don't Come Here to Learn; We Come to Pass.” Promoting Deliberative Peer Dialogue in an Underserved and Diverse Science Class
Exploring the use of digital technologies for ocean literacy education using a material-dialogic theoretical framework
Developing metalinguistic understanding in the secondary English classroom
Dialogic collaborative problem solving
Practicing the art of noticing in physical education
Preservice elementary teacher feedback for dialogic communities of joy in differentiated small group literacy instruction
Slowing Down and Taking Time
When anybody speaks, we all need to be involved
Postulating perfect prompts
Creating dialogic space around purposeful selection for reading and teaching diverse children's literature
Opening, deepening, and widening dialogic space in argument classrooms
A Dialogic Teaching Companion
Dialogic Education and Technology
Dialogic
Socializing Intelligence Through Academic Talk and Dialogue
Teacher talk that supports student thinking and talking together
‘Stretch your answers’
Buber, educational technology, and the expansion of dialogic space
Children's Talk and the Development of Reasoning in the Classroom
Deliberative Discourse Idealized and Realized
| Unique citing works | 16 |
|---|---|
| Citations per year | 8 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 16 |