[Xmca-l] [DPJ] Proposal for a DPJ Special issue about “Issues of Dialogic pedagogy and democratic education”

[Ana Marjanovic-Shane]

Dialogic Pedagogy: An International Online Journal
Call for papers for a
Special Issue of DPJ in 2019 “Issues of Dialogic Pedagogy and Democratic Education”

DPJ is planning a special issue in 2019 dedicated to the Issues of dialogic pedagogy and democratic education form pre-school to higher education. We are happy to announce a call for manuscripts for this special issue we are planning to publish in 2019.

We loosely define “dialogic pedagogy” as any scholarship and pedagogical practice, from educational researchers, philosophers, and practitioners, which values and gives priority to “dialogue” in learning/teaching/educating across a wide range of institutional and non-institutional learning settings. At this point, a variety of approaches to dialogic pedagogy have emerged. This includes, but is not limited to instrumental, interactional, epistemological, ecological, and ontological approaches to dialogue in education. In many of these diverse approaches to dialogic pedagogy, the relationships among the participants and educational ecology tend to differ from the contemporary conventional education that is largely rooted in monologic, hierarchical and authoritarian educational governance. In contrast, dialogic pedagogy is frequently assuming and/or striving toward diverse forms of democracy, democracy which permeates educational practice in many different ways.

In this special issue of Dialogic Pedagogy: An International Online Journal, we want to explore interesting and complex issues of the relationship between diverse forms of democracy in education and dialogic pedagogy in its various interpretations and practices. For instance:

  *   Is democracy in education a necessary condition for dialogic pedagogy?
  *   Is dialogic approach to education necessary for democratic education?
  *   What are possible contradictions between democratic and dialogic education?
  *   What is the status of different values, practices, relationships and ecologies that support dialogic pedagogy in democratic education?
  *   Dialogic components in democracy - Democratic components in dialogue;
  *   What are the concerns in democratic education regarding engagement of children into critical and creative dialogues?
  *   What are the teachers’ roles in democratic education and in dialogic pedagogy?
  *   The status of the pedagogical assessment in democratic education and in dialogic pedagogy: its purposes, ownership and types;
  *   The status of “knowledge” in democratic education and in dialogic pedagogy;
  *   Meaning and status of “agency” in democratic and dialogic education;
  *   Kantian dilemma –  Only rational, reasonable people can participate in making decisions about their lives; those who are not rational cannot be full members of the democratic decision making – they must be ruled by imposition until they are educated and become rational. However, if children/students are not involved in important decision making from the very beginning of their lives, what are they taught and when will they be able to take responsibilities? How does Kantian dilemma impact the following: a) Open and closed educational environments – possibilities for children/students to be authors of their own educational praxis – practices which constantly evolve and transcend their own meaning, significance and values; and b) Different non-educational interests of the society that impact education: physical safety, needs based education as a servant of personal-professional and societal needs;
  *   Democracy, dialogue and human rights issues;
  *   Relation of democracy and dialogue in education to the emerging new cultural practices, in particular those related to the new technologies (iPhones, tablets, laptops, presence of the Internet in and out of the classroom), and the abundance of information and social media – all of which are transforming educational boundaries, its openness to diversity and plurality of values and possibilities, while at the same time causing greater and greater tensions with the conventional education. Indeed, what are the students’ academic rights regarding these new cultural practices and technological possibilities in democratic education and dialogic pedagogy?

Are you interested in joining our project to publish this special issue? If so, we invite you to contact us, DPJ Main Editors (Eugene, Ana, Jim, Mikhail and/or Silviane) with your critical ideas and propose forms of collaboration: co-editing the issue, authoring manuscripts and/or participating in peer reviews of the submitted manuscripts, something else?
Please contact us by December 31, 2018.

We also invite you to submit manuscripts dealing with diverse important issues of democracy and dialogic pedagogy to the Dialogic Pedagogy: An International Online Journal – https://dpj.pitt.edu buy December 31, 2018. The manuscripts will be peer reviewed.

Eugene, Ana, Jim, Mikhail and Silviane

____________
Eugene Matusov (ematusov@udel.edu<mailto:ematusov@udel.edu>)
Ana Marjanovic-Shane (anamshane@gmail.com<mailto:anamshane@gmail.com>)
James Cresswell (jamesdcresswell@gmail.com<mailto:jamesdcresswell@gmail.com>)
Mikhail Gradovski (mikhail.gradovski@hit.no<mailto:mikhail.gradovski@hit.no>)
Silviane Barbato (barbato.silviane@gmail.com<mailto:barbato.silviane@gmail.com>)



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