Critical Dialogue Research Articles

Discussing Controversial Topics While Keeping the Class Civil: Critical Pedagogy and Dialogue for Those Who Dare

ABSTRACT This narrative self-study explores how a teacher educator managed to maintain civility while addressing controversial issues in a multicultural education course in Texas, amidst student resistance to a radical democratic curriculum. The educator describes their experience with Gabriel, a student whose resistance bumped against critical pedagogy approaches. Despite the educator’s careful planning and dialogue-centered teaching, an unforeseen moment of discomfort exposed the limitations of the teaching strategies. methods and underscored the need for emotional awareness in the act of teaching. The study’s findings explore critical pedagogical practices through explication of reflection-before-action, reflection-in-action, and reflection-after-action. Reflection-before-action, while valuable, cannot fully prepare educators for unexpected challenges, such as student resistance, that arise during teaching. Continued reflection in and on action is often necessary. Reflection-in-action revealed that a dialogue protocol used to maintain civility was inadequate, as it could not effectively handle dissent. Reflection-after-action, through personal journaling and discussions with critical friends and students, provided insights into managing the educator’s emotions, challenging assumptions, and enhancing listening and reflective skills. The study highlights the importance of embracing uncertainty and emotional complexity in teaching. It argues that effective critical pedagogy requires ongoing reflection and adaptability. Authors advocate for an ethical teaching approach that aligns with Freire’s call for empathy, humility, and daring dialogue, with students to bridge diverse, even contested, perspectives and foster democratic problem-solving experiences in education.

Justice & Joy: Transforming Healing Praxis in Counseling Psychology and Beyond

Amid today's polycrisis—marked by global violence, chaos, and uncertainty—there is an urgent imperative for healing. In this reimagined presidential address, I advocate for centering justice and joy as powerful forces for healing, which is a core value of the Society of Counseling Psychology (SCP). I share SCP's yearlong activities exploring personal and collective healing. Drawing from interdisciplinary research, critical dialogue, and my experiences co-teaching a course on this topic, I introduce a framework outlining six healing ingredients of joy: deep connection, existential recognition, flow, shared beliefs and actions, radical hope, and self-determination/freedom/liberation. Before presenting this framework, I examine Black joy as a counter to the epistemic violence that often erases the contributions of Black scholars. The proposed new framework portrays joy not only as a personal emotion, but as a collective assertion of humanity. I conclude with recommendations to advance healing practices in research, training, and practice.

Visual arts as a catalyst for social change: Communicating powerful messages

This study examines the crucial role of Visual Arts as a catalyst for social change, focusing on its potential to communicate powerful messages that provoke thought, inspire action, and foster empathy. By investigating various contemporary art forms, such as street art and digital art this research aims to highlight the ways in which artists harness their work to address pressing social issues and promote positive change. Through an analysis of case studies featuring renowned artists and their impactful pieces, the study illustrates how visual arts can transcend language barriers, evoke emotional responses, and inspire individuals to engage in critical reflection and dialogue. In addition, this research underscores the potential of visual arts to create shared experiences and unite diverse communities around common causes, ultimately fostering understanding and paving the way for transformative societal advancements. In doing so, the study seeks to emphasize the unique and potent ability of visual arts to communicate powerful messages, drive social change, and cultivate a more informed, empathetic, and connected global community by leveraging various forms of visual communication, including linguistic signs and symbols, to convey meaning and provoke thought.

EPortfolios: A 360-Degree Approach to Assessment in Teacher Education

ePortfolios are increasingly being used for teaching, assessing, and supporting students’ learning in higher education. With COVID-19 having forced many higher education institutions to move their education services and teaching to online spaces, ePortfolios have become more relevant in the assessment process as they are web-based. This self-study examines how ePortfolios are being used to support assessment practices in a South African and a Canadian teacher education program. Data comprised critical dialogue, notes, reflections, and conversations with students enrolled in both teacher education programs. Findings suggest that students use ePortfolios to integrate self, peer, and teacher/ expert feedback, which results in a 360-degree approach to assessment.

Expressions of whiteness? A Black ecclesiological reflection on Fresh Expressions of Church

The article presents a critical literary analysis of the Fresh Expressions of Church movement, which started in the United Kingdom (UK) and was subsequently adopted by some mainline churches in South Africa. The authors review the genesis of the movement and its models, development and approaches in order to understand its relevance for the post-apartheid South African context. The authors then critically compare, through a literary analysis, the theological praxis of the Fresh Expressions movement and bring it into critical dialogue with some Black Liberation Theologians and Steve Biko of the Black Consciousness Movement who, when apartheid was at its height in South Africa, argued for a ‘Black expression’ of church. In the article, the authors reach a dramatic point by asking whether a ‘fresh expression’ is indeed needed, in the light of an existing ‘Black expression’ of faith and lived religion in South Africa that has historically been ignored and stifled. The article concludes with a call to embrace Black Ecclesiology in the post-apartheid context.Intradisciplinary and/or interdisciplinary implications: The article concludes with a call to embrace Black Ecclesiology in the post-apartheid context.

The impact of education and training on promoting gender equality while simultaneously contributing to sustainable peacebuilding

The interplay between education, training, and gender equality is crucial in the context of peacebuilding. This paper investigates how educational initiatives can foster gender equality while simultaneously contributing to sustainable peace in conflict-affected societies. By examining the transformative role of education, This research investigate the potential to empower women and girls, challenge traditional gender norms, and facilitate social cohesion. Giving access to quality of education enables women to gain essential skills and knowledge, which are vital for their participation in peacebuilding processes. Educational programs that incorporate gender sensitive curricula not only promote awareness of gender issues but also encourage critical thinking and dialogue about conflict resolution and civic engagement. Such programs can help dismantle harmful stereotypes and foster a culture of respect and collaboration between genders. vocational training initiatives aimed at women can enhance their economic independence, which is crucial for their active involvement in peace processes. Empowered women can act as catalysts for change, advocating for their rights and contributing to community resilience. Some case studies from various regions illustrate how education and training have been instrumental in mobilizing women as leaders in peacebuilding efforts. This research discusses the importance of involving men and boys in educational programs that promote gender equality. By engaging all genders in discussions about peace and equality, communities can work towards a more inclusive approach to conflict resolution. The findings indicate that education serves as a critical foundation for building a peaceful society where gender equality is prioritized. The integrating education and training focused on gender equality into peacebuilding strategies can lead to more sustainable outcomes. Investing in the education of both women and men is essential for creating a culture of peace, reducing violence, and fostering inclusive governance. Ultimately, this approach not only benefits individuals but also strengthens communities and contributes to broader societal stability.

Cultivating Critical Consciousness

Anti-Black racism, rooted in white supremacy, is a public health crisis in the US that infects and affects every aspect of life. Critical consciousness (CC) and its derivatives, such as Transformative Potential, have been elucidated as the antidote to the disease of white supremacy. Further, with the current focus on anti-racism and diversity, equity, inclusion, and belonging (DEIB) initiatives, strategies aimed at raising CC are becoming the norm. One strategy to develop critical consciousness is engaging in critical dialogue, difficult conversations that connect macro and micro contexts by exploring issues of power, privilege, and oppression. This paper considers a case study of participant data obtained from the critical dialogue component of Community Wise, an innovative, multilevel, behavioral health, group intervention grounded in critical consciousness theory. The purpose of the paper is to identify and discuss the best practices for critical dialogue facilitation that emerged via a qualitative analysis of the selected Community Wise sessions.

2.Y.2. International Health Regulations – role on disease control and global challenges

Abstract The International Health Regulations (IHR) are a legal instrument aimed to control infectious disease epidemics worldwide and that makes countries accountable for monitoring and promptly notifying the World Health Organization (WHO) of events that are likely to represent a public health emergency. The 196 signatory countries are bound by this international agreement. This workshop aims to present evidence on the role and updates of the IHR as a framework for global health preparedness. It will do that by exploring the main components of the IHR and their practical implications for public health practice, with particular emphasis on their function in preventing, detecting, and responding to cross-border public health threats. The workshop will feature four short presentations, in a total of 15 minutes, beginning with three presentations showcasing the findings of literature reviews covering various aspects of the IHR. These topics include the main challenges to implementation, the effectiveness of the IHR during the COVID-19 pandemic, its relevance to travel medicine and zoonosis prevention, and strategies for controlling vector-borne diseases. The last presentation will delve into the challenges and opportunities associated with implementing the IHR at both national and international levels, in the context of the proposals from the Working Group on Amendments to the International Health Regulations (2005). Throughout the workshop, emphasis will be placed on understanding how the IHR facilitate collaboration and coordination among countries during health emergencies, as well as the importance of capacity-building, information sharing, and multisectoral collaboration. This structure will allow for discussion aimed at areas for improvement to the IHR, especially in the context of its revision process and global health governance. We believe the added value of this workshop will be creating a platform for critical analysis and dialogue, sharing insights into the evolution of the IHR, ongoing debates, controversies, and emerging trends in global health regulations. Key messages • This workshop provides a platform for in-depth exploration of the IHR’s role in global health preparedness, offering evidence on its components and practical implications. • Through analysis of challenges and discussions on disease control, attendees will engage in critical dialogue aimed at improving the IHR and enhancing global health governance.

From men's violence to an ethic of care: Ecofeminist contributions to green criminology

Green criminology has made important contributions to criminological inquiry by highlighting the destructive impact of humans on the more-than-human world. However, it often adopts a gender-neutral lens that overlooks the disproportionate role of men and masculinities in perpetrating green harms. This paper places green criminology into critical dialogue with ecofeminism, arguing that harms against the environment and nonhuman animals are inextricably gendered and should be understood as interconnected forms of men's violence. Ecofeminist insights reveal that violence against the more-than-human world is rooted in hierarchical dualisms, whereby humans are placed separate from and above nature, and the masculine is defined as superior to the feminine. This hierarchical logic enables men to view others in detached, instrumental ways and serves to legitimise acts of men's violence. But just as ecofeminism provides green criminologists with a productive framework for understanding men's violence against the environment and nonhuman animals, it also provides a means of moving beyond this violence. It does this by advocating for an ethic of care that unravels hierarchical modes of thinking and promotes more harmonious relationships between humans and the more-than-human world. By building caring, egalitarian relationships with other living beings (and with their own emotional selves), it is harder for men to act in violent, dominating ways towards others, providing the foundation for more sustainable, interdependent ways of being.

Reflecting on the Critical Dialogic Accounting and Accountability Conference

ABSTRACT In October 2023, a group of accounting scholars interested in critical dialogic accounting and accountability (CDAA) gathered in Toulouse, France to attend a 2-day conference. Rather than presenting papers, the CDAA conference was designed around 3 workshops and 4 panel sessions to foster discussion on different topics in CDAA research. Looking to develop a collaborative atmosphere for dialogue and debate among attendees, the objective was to build their capacity to understand, engage with and perhaps even utilize CDAA in their own research interests. This commentary has been produced by the organizers of this conference to reflect on its design as a collaborative space, report back on insights that were developed, and avenues for research that were discussed.

Dissatisfaction with a Slogan: A Comparative Theology between the Politics of the Church and the Theology of Liberalism

This essay offers a comparative theology between the politics of the church and the theology of liberalism. In the fraught conversations about the church and politics in our present-day context, this essay offers a way forward that avoids the pitfalls of anachronistic readings of the New Testament, the coopting of theology by partisan ideologies, the emptying of Christian claims of their distinctive theological idioms, and the desire of the church to be in control. Drawing on recent scholarship on the theology of political liberalism and classical conceptions of the church as polis, this essay brings the politics of the church and the theology of liberalism into a critical comparative dialogue. It offers a helpful way forward for church leaders who seek to be faithful to the politics of the church and engaged in the world in these divisive times.

Recognizing Race: Podcasting to Promote Critical Dialogue and Self-Reflection in Multicultural Psychology

Introduction Courses in multicultural psychology can provide content about power, privilege, healing, and resistance, especially as they pertain to race, while presenting space for students to reflect on their own socialization experiences and the role of race in their lives. Statement of Problem Direct, lecture-based approaches to presenting course content on race and racial identity can impede deep reflection and application of the material to students’ lives and their ability to engage across differences. Literature Review Critical dialogue among classroom peers enables students to use the knowledge gained from classroom content to discuss the complexity of race and racism with nuance and depth. Teaching Implications In this article, we describe Recognizing Race, a podcast assignment that scaffolds students’ self-reflection about their racial identity development while facilitating critical racial dialogues between students. Conclusion The Recognizing Race podcast assignment is one that can be used for undergraduate and graduate-level students in multicultural psychology to apply racial identity concepts to increase cultural self-awareness and promote more compassionate and inclusive interactions with others.

CRAFTING A FOUCAULDIAN GENEALOGY METHOD FOR ANALYZING CURRICULUM-AS-DISCOURSE IN SOUTH AFRICA

Introduction/Frame: (Contextualization/Justification) Viewing curriculum as discourse can enable educators to identify how historical markers of discrimination are repeated. Historical markers are archaeologically embedded in the various dimensions of a curriculum and find expression in preferred ways of thinking, speaking, doing, and being. Such historical hypernorms are often maintained by practical rationalities, or technologies of power that reify their taken-for-granted legitimacy as ‘truth regimes’. Research Question/Objectives: This phase of the study aimed to critically explore and disclose how the (socio/politico-historically constructed) rules of knowledge-formation in a contemporary occupational therapy curriculum-as-discourse, are reproduced and maintained as truths at a university that historically supported apartheid in South Africa. Methodology: A Foucauldian Discourse Analysis (FDA) approach was used to systematically craft a genealogy analysis method from foundational Foucauldian theory. Adjacent, a lens of the ‘dimensions of the curriculum’ was employed: i.e., the formal, the informal, the hidden, and the negated curriculum. Various data sources were categorized accordingly, e.g., overarching policy documents; social events; timetables and prescribed texts; physical teaching spaces; espoused values, and underlying assumptions modelled during assessment in teaching and learning spaces. Results: Following the four rules of knowledge-formation that ensued from an archaeology analysis, the contemporary reification of the historical markers was problematised through various technologies of power and self, as well modes of reasoning. Examples are pervasive white demographics of both students and faculty reifying cognitive monopoly and mono-cultural epistemologies; the rationalization of highly ritualized (over)assessment of students suppressing adult-to-adult transactionalism in andragogy practices; the reproduction of mono-cultural epistemologies in clinical training operating in the hidden curriculum. Final considerations: Consciously dismantling the rationalising strategies for the continuation of discriminatory patterns of inclusion and exclusion in a curriculum, can open a space for critical dialogue, disruption, and reconfiguration of a curriculum-as-discourse towards social justice, and epistemic freedom in (higher) education.

A ‘New Social Virtuosity’; A Dissonant Manifest(o)

ABSTRACTThis paper examines the intersection of music, creativity, and society through the lens of a critical and self‐critical appraisal of the here.here concert series; ongoing research‐led collaboration focusing on transdisciplinary approaches to experimental music with a focus on the socio‐politico‐environmental dynamics at play between all involved in a musical encounter. The authors, both academics and composers, contend that experimental music, in its super‐local, interpersonal connections, can challenge the conventional and institutional, serving as an alternative to the homogeneity and self‐centred individualism fostered by capitalist systems. We propose the concept of a ‘new social virtuosity (“social virtuosity” in a music context was coined by Maggie Nicols in the 1970s to describe Feminist Improvising Group and their challenge of the “technological or instrumental elitism”; often dismissed by male musicians. (We came across it through the PhD research of one of our students Maureen Wolloshin),’ viewing the music landscape as a vast terrain where various musical, artistic, and creative directions intersect and converge, transcending presumed binaries. The paper foregrounds the significance of curatorial practice in bridging these differences and harnessing social dissonance, particularly in the context of the capitalist systems which enable these concerts. The authors argue that curation, despite its necessary interplay with these systems, can act as a tool to disrupt and question them. They explore how the act of curation influences social and political dynamics, examining its potential to create new ways of interaction and empowerment. This approach serves as a contrast to those systems that often cause disconnection and isolation. The authors reflect upon three case studies from the last two seasons of the here.here concert series that explicitly focused on the concepts of ‘ventriloquy’ and ‘social virtuosity’ as forms of creative agency: entering into critical dialogue with and giving voice to seminal works (Cage 4′33, Alexander J. Ellis (1814–1890)) for the former and three contemporary pioneers of ‘social virtuosity’—Eva‐Maria Houben—Maggie Nicols and Eddie Prevost for the latter. The concept of ‘social dissonance’ is examined, illustrating how it can be used as a catalyst for creative dialogue and solidarity, while also encouraging a deeper understanding of our shared societal dynamics. Finally, the paper introduces the concept of ‘a new social virtuosity’, emphasising the importance of listening, collaboration, and collective intention in creating a shared musical experience that expands beyond the stage to include the audience. It concludes by examining the performance of 4′33 within this context and underscores the power of dissonance as a tool for creative and critical thinking.

Exploring biosecurity education through photovoice: student teachers’ perspectives on pests and diseases

ABSTRACT Background While photovoice is a commonly employed interactive and visual teaching technique in science education, its use in linking biological subjects to biosecurity challenges in culturally and ecologically diverse traditional places is still limited. Purpose This research utilizes photovoice to investigate the perspectives and experiences of student teachers regarding pests and diseases as biosecurity issues. Method Conducted in Bali, Indonesia, the study applied photovoice in an ecopedagogy class with 30 student teachers. The research approach included a three-week orientation, smartphone-based photography, and field tours to examine biosecurity concerns in subak rice terraces. During the field trip, students captured images using smartphones equipped with macro lenses and subsequently engaged in discussions to identify pictures related to pests and diseases. Rigorous coding and member-checking were employed to ensure the reliability of the collected data. Result The findings provide a comprehensive narrative and visual documentation of students’ perspectives on pests and diseases in subak rice terraces. Engaging in critical dialogues and reflections enhances students’ group-working skills, leading them to identify over a dozen pests and diseases, and demonstrate their biosecurity knowledge by using terms like ‘protection’, ‘monitoring’, ‘prevention’, and ‘eradication’. Conclusion Employing photovoice to highlight biological issues related to pest and disease threats emerges as a valuable strategy for future educators. This approach not only fosters an understanding of the interconnection between society and biology but also underscores the importance of biosecurity principles in safeguarding our economy, environment, and social well-being. Therefore, it is essential to incorporate cultural heritage and participative methodologies into biosecurity education in order to prepare future educators for real-world situations.

Bioarchaeological Approaches to African Diasporas in the Twenty-First Century: Intercontinental and Global Legacies of Displacement

ABSTRACT Bioarchaeological research offers a window into health and life experiences in the past, including the biocultural dimensions of social identities and structural inequalities experienced by enslaved and free Afro-descendants across the African diaspora. Given the long history of descendant communities and advocates contesting the authority of institutions to curate human remains in perpetuity, critical dialogues over the past several decades have stimulated new directions in the discipline of African diaspora bioarchaeology alongside increased engagement with Black scholarship and community and client-based collaborations. We build upon previous discussions and critiques to examine the current state of African diaspora bioarchaeology in global context in the early decades of the twenty-first century. We present a macro-level, chronological examination of published African diaspora and colonial African bioarchaeological research by region between 2001 and 2023 and conclude with a discussion of the current state of practices and engagement in the field and ethics of care.

Fostering Community Dialogue through Participatory Methods: A People‐First Approach in Participatory Development Activities

ABSTRACTThis paper introduces innovative participatory methods designed to foster community dialogue and engagement in development initiatives. We present participatory mapping, participatory photography, and two culturally grounded games, “Mayuk” and “Cachiveras,” as tools to facilitate community participation, dialogue, and reflection. Grounded in the theory of participatory action research (PAR) by Orlando Fals Borda, these methods prioritize local knowledge, foster a dialogue of knowledge between communities and researchers, and aim for social transformation through active community participation. By implementing these participatory activities, we not only engage communities in identifying resources, strengths, and opportunities but also promote a playful strategy for adults to deepen analysis and engage in critical dialogue about their culture and communication. This approach aligns with the conference theme of Putting People First, demonstrating responsibility, reflexivity, and care in the creation and evaluation of participatory development activities.

ABCs unravelled: The time and timing in calls for behavioural change

District School Boards across the Global North (which includes my own school board in Toronto, Canada) implement behaviour management policies that remain situated within discourses and practices of developmental and behavioural psychology. The ABC chart (Antecedent, Behaviour and Consequence) is one key aspect of these behaviour management policies as it aims to document the timing, frequency, intensity and duration of behaviour characterized as problematic or troublesome. The purpose of this paper is to critically examine the ABC chart utilized by classroom teachers across K-12 school settings in order to document behaviour. Understood as a socio-cultural artifact and phenomenon of current neoliberal schooling practices, I seek to investigate the role of ABC charts in sustaining practices of conditional inclusion/exclusion for children and youth labeled as ‘problems.’ Using an interpretive methodology situated within critical disability studies and anti-colonial theories and practices, this paper will engage in the application of concepts such as being “out of sync” ( Knight, 2019 : p. 74) and “misfitting” ( Garland-Thomson, 2011 : p. 592) as they intersect with concepts such as “the ability line” ( Broderick and Leonardo, 2016 : p. 66). A key aim of this paper is to question the taken for granted assumptions regarding conceptions of linear time, developmental progress and, achieving the performance of normative behaviour. In examining the implicit power imbalances in practices of documenting behaviour, this paper also invites educators to engage in a critical dialogue in order to facilitate a transformation into more interdependent and socially just teaching and learning practices.

Exploring the Impact of an Arts Exposure Programme for Individuals Experiencing Housing Vulnerability

Participatory art-based activities (e.g. dancing, drumming, painting, singing) are beneficial for individuals experiencing housing vulnerability. Less is known about how receptive arts engagement (e.g. visiting a museum) may or may not be beneficial for similar populations. In a large U. S. Midwestern city, a homelessness services provider partnered with a local arts organisation to develop an arts exposure programme for a group of individuals experiencing housing vulnerability. Using qualitative methods, including observation and focus groups, this study explored the impact of the programme on participants. Findings show most participants had prior and ongoing experiences with and interests in the arts. In focus group discussions, participants reflected on their unique access to the events, experiences of cultural resonance, and new perspectives gained from the events. These findings suggest receptive arts engagement offers similar benefits as participatory arts-based activities, including opportunities for empowerment, critical dialogues around issues of power, oppression, and privilege, and social connection. They also underscore the need for additional research in this area and increased arts accessibility for individuals experiencing housing vulnerability.

Advancing sustainable futures through education: A Montpellier case study on student-led advocacy for transdisciplinary approaches

This paper examines the transformative potential of integrating transdisciplinarity and systems thinking into educational practices, anchored in a participatory initiative by the Montpellier Advanced Knowledge Institute on Transitions (MAK'IT). The study centres on engaging master’s and doctoral students in co-creating educational proposals, underscoring the importance of a student-centred approach to tackle the diverse challenges of the 21st century. A preliminary brainstorming session allowed students to express their motivations, identify key themes, and lay the groundwork for further development. This culminated in a public conference where students presented their transformative education proposals. This conference facilitated interactions between students, a panel of experts spanning education, research, policy domains, and a broader audience, fostering critical dialogue. Key findings from this conference underscore the necessity of allocating resources, dismantling knowledge silos, addressing student inequalities, and enhancing educator preparedness. The study highlights the significance of multi-stakeholder dialogues in co-constructing transformative educational frameworks and suggests that educational institutions have a pivotal role in bridging the gap between science, policy, and society. Despite the promise, several challenges to curriculum revision emerge, including the need for immersive learning environments that demand adequate resources. The structure of tertiary institutions, often segregated into distinct faculties and departments, presents another barrier to fostering transdisciplinarity. Additionally, administrative constraints, particularly for international students, add to these challenges and call for nuanced strategies in advancing transformative education.