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Conference Paper: Dialogic pedagogy for social justice: A critical examination

TitleDialogic pedagogy for social justice: A critical examination
Authors
KeywordsAffirmative action pedagogy
Dialogue
Educational practice
Freire
Social justice education
Issue Date2008
PublisherSpringer Verlag Dordrecht. The Journal's web site is located at http://springerlink.metapress.com/openurl.asp?genre=journal&issn=0039-3746
Citation
Studies In Philosophy And Education, 2008, v. 27 n. 2, p. 137-148 How to Cite?
AbstractA crucial component of any education, dialogue is viewed by many social justice educators as their primary means towards rectifying social inequalities. Yet the extent to which the particular educational practices they recommend meet the needs or interests of their students who face systemic disadvantage remains unclear. This essay examines claims for and against dialogical pedagogy for increasing social justice. While conceding that dialogue is necessary for developing praxis as a student and participant in society, the essay argues that the prescriptive tone of some educators committed to social justice undermines their capacity for dealing concretely with the needs and interests of those they intend to better serve. The conclusion is drawn that educators committed to increasing equality must develop pedagogical attitudes informed by various educational implications of structural injustice as well as by the specific contexts in which they serve as teachers of both particular skills and content. © Springer Science+Business Media B.V. 2008.
Persistent Identifierhttp://hdl.handle.net/10722/161288
ISSN
2015 Impact Factor: 0.481
2015 SCImago Journal Rankings: 0.267
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorJackson, Len_HK
dc.date.accessioned2012-08-24T08:29:41Z-
dc.date.available2012-08-24T08:29:41Z-
dc.date.issued2008en_HK
dc.identifier.citationStudies In Philosophy And Education, 2008, v. 27 n. 2, p. 137-148en_US
dc.identifier.issn0039-3746en_HK
dc.identifier.urihttp://hdl.handle.net/10722/161288-
dc.description.abstractA crucial component of any education, dialogue is viewed by many social justice educators as their primary means towards rectifying social inequalities. Yet the extent to which the particular educational practices they recommend meet the needs or interests of their students who face systemic disadvantage remains unclear. This essay examines claims for and against dialogical pedagogy for increasing social justice. While conceding that dialogue is necessary for developing praxis as a student and participant in society, the essay argues that the prescriptive tone of some educators committed to social justice undermines their capacity for dealing concretely with the needs and interests of those they intend to better serve. The conclusion is drawn that educators committed to increasing equality must develop pedagogical attitudes informed by various educational implications of structural injustice as well as by the specific contexts in which they serve as teachers of both particular skills and content. © Springer Science+Business Media B.V. 2008.en_HK
dc.languageengen_US
dc.publisherSpringer Verlag Dordrecht. The Journal's web site is located at http://springerlink.metapress.com/openurl.asp?genre=journal&issn=0039-3746en_HK
dc.relation.ispartofStudies in Philosophy and Educationen_HK
dc.rightsThe original publication is available at www.springerlink.com-
dc.subjectAffirmative action pedagogyen_HK
dc.subjectDialogueen_HK
dc.subjectEducational practiceen_HK
dc.subjectFreireen_HK
dc.subjectSocial justice educationen_HK
dc.titleDialogic pedagogy for social justice: A critical examinationen_HK
dc.typeConference_Paperen_HK
dc.identifier.emailJackson, L: lizjackson@hku.hken_HK
dc.identifier.authorityJackson, L=rp01633en_HK
dc.description.naturelink_to_subscribed_fulltexten_US
dc.identifier.doi10.1007/s11217-007-9085-8en_HK
dc.identifier.scopuseid_2-s2.0-42449153741en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-42449153741&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume27en_HK
dc.identifier.issue2en_HK
dc.identifier.spage137en_HK
dc.identifier.epage148en_HK
dc.identifier.isiWOS:000262284900007-
dc.publisher.placeNetherlandsen_HK
dc.identifier.scopusauthoridJackson, L=16745219400en_HK

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