Abstract

Author McAuley discusses the perception of dialog in the field of Education and argues for a more complex and comprehensive understanding of the term. The discussion identifies two camps of dialogic pedagogy based upon the theories of either Mikhail Bakhtin or Paulo Freire and teases out the differences and commonalties between the two theorists’ understanding of dialog. In particular, the author contrasts Bakhtin’s socio-psychological aspects of dialog with Freire’s socio-political ones. The discussion then moves to a review of practitioner research based in Bakhtin, Freire or a combination of the two in order to show how the theories can work in concert within a dialogic pedagogical stance. The discussion concludes with a consideration that a dialogic pedagogy based in both theorists clarifies the discussion and mutually edifies both educators and student through a more comprehensive understanding of dialogic pedagogy.

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