Dialogical Approach Research Articles

New development: Rethinking public sector accounting systems by rediscovering their relational nature

IMPACT Accounting systems have been traditionally seen as technical calculative practices to quantify public sector activities, used by governments for (internal) decision-making purposes and to be externally accountable. This article suggests taking a different perspective by considering the relational nature of accounting systems, with the idea that a more interactive approach between citizens and governments can enhance both decision-making and accountability. By relying on a more dialogic approach, policy-makers and public managers at all levels of government can encourage citizens to participate in public service performance measurement, so that citizens can comment on what counts, how to measure it, and how to account for it. Doing this will reinvigorate government legitimacy, increase mutual trust between citizens and the public sector, and pursue public values that citizens actually want.

A dialogic approach to transform teaching, learning & assessment with generative AI in secondary education: a proof of concept

ABSTRACT This paper explores the pedagogical potential of Generative Artificial Intelligence (GenAI) in secondary education through a dialogic approach to teaching, learning and assessment. It presents an ongoing action research project in collaboration with a high school in Western Australia, involving four teachers to integrate GenAI in their classrooms. The study aims to develop and evaluate innovative pedagogies for leveraging GenAI to enhance educational practices and student learning outcomes across three action research teams focusing on critical questioning, assessment and differentiation. Drawing on Bakhtin’s concept of heteroglossia, the study conceptualizes GenAI not as a definitive knowledge provider but as a dialogic agent that facilitates collaborative dialogue and co-construction of knowledge among students. This perspective aims to encourage students to critically engage with AI-generated content and integrate multiple viewpoints into their learning, thus fostering key epistemic skills. Initial findings demonstrate active student engagement in dialogues with GenAI, highlighting the use of follow-up questions that indicate critical thinking and creativity. These findings underscore the significance of integrating multiple perspectives and fostering epistemic skills among students, promoting a comprehensive and ethical approach to AI use in education. The research calls for further exploration of GenAI’s pedagogic potential and its broader implications for educational practices, suggesting a promising avenue for pedagogical innovation and the development of critical thinking skills in the digital age.

Challenges and Effects of Dialogue and Argumentation in Teaching Ordinary Level Mathematics in Zimbabwe

The purpose of the study was to examine the effect of challenges that affect the teaching of ordinary level mathematics using dialogue and argumentation approach in the mathematics classrooms in Zimbabwe. A descriptive survey was the method employed for the research. The subjects of this study consisted of approximately 100 Ordinary level Mathematics teachers and ten Mathematics Head of Departments selected from 72 public high schools in Gutu district of Masvingo province in Zimbabwe. Purposive sampling was used for selecting ten participating Mathematics Head of Departments for qualitative data. Random sampling was used for selecting samples of teachers for quantitative research. Quantitative data analysis was done using two statistical metrics namely the mean and the standard deviation while qualitative data was analysed by thematic analysis. The empirical findings of the study indicated that challenges such as class size, planning, attitudes, heterogeneity, lack of confidence, and lack of proficiency among challenges that have a significant but negative influence on the application of dialogue and argumentation in the teaching of Ordinary level mathematics. The main study limitation was that the results may not be transferable nationally since the study was limited to schools in the Gutu district of Masvingo province in Zimbabwe. These results have implications on the need for mathematics teachers to receive training on how to plan and implement the dialogue and argumentation teaching approach in the mathematics classrooms.

How teachers make talk rules relevant as collective scaffolds in the context of digital technology – support for and from microblogging

ABSTRACT Collaboratively established talk rules, combined with teacher scaffolding, can help students talk together in ways that support learning. Most classrooms today utilise digital technology, and talk rules have proven beneficial for learning in this context. However, research on the strategies teachers use to make talk rules relevant in activities that include digital technology is rare. The authors analyse teachers’ strategies in 57 lessons, part of a teacher professional development initiative featuring explicit focus on talk rules and teachers’ use of the microblogging tool Talkwall. Their results contribute to understanding (1) how teachers can use digital technology to make talk rules relevant in activities and (2) how digital technology, when used with a dialogic approach, can promote student talk for learning. Lastly, they consider next steps in creating productive resources for teacher professional development focused on digital technology.

ФОРМУВАННЯ ПСИХОЛОГІЧНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНЬОГО ВЧИТЕЛЯ ПОЧАТКОВИХ КЛАСІВ

At the current stage of education reform in Ukraine, there is a need to train not only qualified, but also psychologically literate teachers with a personal orientation in teaching and educating students. That is why research related to the identification of ways, factors and means of personal and professional growth of the future teacher in the process of his professional training become important. The need to integrate psychological knowledge into the practice of primary school teachers becomes especially relevant in the context of growing educational requirements and social challenges. The purpose of the article is to justify the importance of forming the psychological competence of the future primary school teacher in order to create an effective and adaptive educational system that is able to respond to modern challenges. The psychological training of a primary school teacher in terms of his professional activity is also actualized by the fact that the educational process is a subject-subject socio-pedagogical interaction that includes a mechanism for managing the mental development of a person. Therefore, the fundamentality of the teacher's psychological-pedagogical and methodical training, the level of methodological armament, mastery of the psychological foundations of pedagogical thinking, and the ability to implement a multi-subject dialogic approach in the educational process are of particular importance. The future primary school teacher must possess the methodology of psychological and pedagogical interaction, which ensures not just the transfer of some information from the teacher to the students, but the compatible personal development of people who cooperate. This requires the teacher to rely on knowledge of methods, principles, postulates and strategies of dialogue, on the experience of folk wisdom. The analysis of modern psychological and pedagogical scientific and methodological sources makes it possible to assert that psychological competence is not only an important aspect of the professional activity of the future primary school teacher, but also a critical element that determines his professional development and teaching effectiveness. Developed psychological competence allows teachers to better understand the needs of their students, manage the classroom more effectively, and create an educational environment that promotes active learning and development of each child. It is a deep understanding of the psychological processes of students that can significantly improve the quality of education. Key words: professional training of the future primary school teacher, organization of the educational process, psychological competence, the formation of psychological competence, the fundamental nature of the teacher's psychological-pedagogical and methodical training, the level of methodological armament; mastery of the psychological foundations of pedagogical thinking, the methodology of psychological-pedagogical interaction; completion of various types of practices, writing coursework and qualification papers in psychology.

Implementation of Knowledge Integration in Islamic Higher Education

Knowledge integration in higher education institutions is a crucial topic for advancing academic and practical outcomes. This study investigated the implementation of knowledge integration at UIN Jakarta, focusing on its policies, practices, and philosophical foundations. Using qualitative methods such as document analysis and interviews, the research examines how UIN Jakarta integrates religious and secular knowledge within its academic framework. The findings reveal that UIN Jakarta has established a robust philosophical basis for knowledge integration, emphasizing an open-minded and dialogic approach to learning. Additionally, the university has enacted various policies at both institutional and faculty levels to support this initiative. However, limitations include the lack of comprehensive policies across all faculties and minimal emphasis on community service programs related to knowledge integration. In conclusion, this study provides valuable insights into the challenges and opportunities associated with knowledge integration in Islamic higher education institutions, highlighting the need for further research and evidence-based practices to enhance these efforts.

A Comparative Study on Dialogic Communication Strategies of Preschoolers in Greece and Rwanda

The present research aimed to delve into the communicative profile of children in early childhood education in Greece and Rwanda. More specifically, the study was designed and implemented with the aspiration to examine the communication strategies employed by young children and to explore the potential influence of gender, culture and age on the variation of these strategies among children in Larissa (a city in Greece) and in Kigali (a city in Rwanda, Africa). In the study, 120 children were observed in an attempt to document the communication strategies and further look for differentiations on the basis of their gender, age and cultural background. The study findings indicated that children's communicative repertoire is highly affected by their age and country of origin, while, concerning gender, no statistically significant associations were detected. The results of the research indicate the importance of acknowledging the diverse communication strategies employed by children and implementing a dialogic approach to teaching that accommodates the unique communication requirements of each child.

Individualization, Collectivity, Dialogue

The article examines the processes of individualization in relation to the emergence and existence of various forms of collectivity. It analyzes the complexities of this process, which, while a necessary characteristic of modern society, can lead to atomization, frustration, and loss of meaning in life. Particular attention is paid to the nature of individualization: on one hand, it presupposes the uniqueness of each individual; on the other, it is inextricably linked to an individual’s association with certain collectives and the internalization of supra-individual values. The article asserts that new forms of collectivity are emerging in the modern era that, rather than suppressing individuality, foster creative self-realization. The research explores issues of depersonalization and pseudo-collectivity, as well as the interplay between freedom and responsibility in the context of global digitalization. The author elucidates the dangers associated with the virtualization of personality, the erosion of boundaries between private and public spheres, and the potential for total control over individuals. Contemporary forms of virtual individualization, while creating an illusion of freedom, may in fact lead to a loss of personal individuality. The article further explores the impact of digital technologies on the transformation and evolution of both individual and collective memory, as well as their role in shaping identity. It underscores that digitalization not only offers new opportunities but also poses significant anthropological challenges. Dialogue is examined as a means of resolving conflicts and facilitating both individual and collective self-realization. The author contrasts M.M. Bakhtin’s dialogical approach with J.-P. Sartre’s existentialist interpretation of the relationship between the Self and the Other. It is emphasized that genuine dialogue requires mutual recognition and respect among participants, a shared space for communication, and a willingness to reconsider one’s own position. In conclusion, the study posits that addressing many of the problems generated by modern processes of individualization and collectivization in the age of global digitalization necessitates the creation of conditions conducive to interpersonal, intergroup, and intercultural dialogue.

Initial teacher education seminars and minority ethnic students: exploring dialogic teaching and engagement

ABSTRACT This small-scale action research acts on the calls for more inclusive and holistic higher education. It explores the impact of dialogic teaching approaches on student engagement, focusing on the experiences of initial teacher education students from ethnic minority backgrounds. The qualitative analysis reveals how these practices increase student engagement and contribute to better student experiences. Dialogic teaching cultivates safe learning spaces and empowers students to contribute more freely during seminars, improving their social, emotional, and personal engagement with learning. The students included in this study also perceived dialogic teaching practices as improving their experiences by supporting them in forming relationships. However, the analysis suggests that they do not fully remove all barriers to learning and engagement. Therefore, further research is needed to examine both the benefits and complexities of dialogic pedagogies in HE and the extent to which these practices contribute to fostering inclusive spaces within multicultural university settings.

Paradigma Filsafat Islam: Revitalisasi Pendidikan Multikultural Telaah Pemikiran TGKH. Muhammad Zainuddin Abdul Madjid Lombok

This research explores the thoughts of TGKH. Muhammad Zainuddin Abdul Madjid in the context of the Islamic philosophical paradigm related to multicultural education. Utilizing content analysis method, this study examines the philosophical concepts proposed by Zainuddin in response to the challenges of multiculturalism within the context of Islamic education. The results highlight Zainuddin's inclusive, dialogic, and tolerant approach to Islamic education. He emphasizes the necessity of considering cultural and religious diversity in education, as well as a deep understanding of Islamic teachings to prevent extremism and conflict. Through the analysis of his written works, this research provides insights into Zainuddin's revolutionary vision of inclusive and multicultural Islamic education. The conclusion underscores the relevance of Zainuddin's thoughts in addressing the challenges of multiculturalism in Islamic education and its implications for building a harmonious society. By promoting an inclusive, dialogic, and tolerant Islamic education, this research offers a significant contribution to the development of the Islamic philosophical paradigm in the context of multicultural education.

“The burden is upon your shoulders to feed and take care of your children, not religion or culture”: qualitative evaluation of participatory community dialogues to promote family planning’s holistic benefits and reshape community norms on family success in rural Uganda

BackgroundFamily planning has significant health and social benefits, but in settings like Uganda, is underutilized due to prevalent community and religious norms promoting large family size and gender inequity. Family Health = Family Wealth (FH = FW) is a multi-level, community-based intervention that used community dialogues grounded in Campbell and Cornish’s social psychological theory of transformative communication to reshape individual endorsement of community norms that negatively affect gender equitable reproductive decision-making among couples in rural Uganda.MethodsThis study aimed to qualitatively evaluate the effect of FH = FW’s community dialogue approach on participants’ personal endorsement of community norms counter to family planning acceptance and gender equity. A pilot quasi-experimental controlled trial was implemented in 2021. This paper uses qualitative, post-intervention data collected from intervention arm participants (N = 70) at two time points: 3 weeks post-intervention (in-depth interviews, n = 64) and after 10-months follow-up (focus group discussions [n = 39] or semi-structured interviews [n = 27]). Data were analyzed through thematic analysis.ResultsThe community dialogue approach helped couples to reassess community beliefs that reinforce gender inequity and disapproval of family planning. FH = FW’s inclusion of economic and relationship content served as key entry points for couples to discuss family planning. Results are presented in five central themes: (1) Community family size expectations were reconsidered through discussions on economic factors; (2) Showcasing how relationship health and gender equity are central to economic health influenced men’s acceptance of gender equity; (3) Linking relationship health and family planning helped increase positive attitudes towards family planning and the perceived importance of shared household decision-making to family wellness; (4) Program elements to strengthen relationship skills helped to translate gender equitable attitudes into changes in relationship dynamics and to facilitate equitable family planning communication; (5) FH = FW participation increased couples’ collective family planning (and overall health) decision-making and uptake of contraceptive methods.ConclusionCommunity dialogues may be an effective intervention approach to change individual endorsement of widespread community norms that reduce family planning acceptance. Future work should continue to explore innovative ways to use this approach to increase gender equitable reproductive decision-making among couples in settings where gender, religious, and community norms limit reproductive autonomy. Future evaluations of this work should aim to examine change in norms at the community-level.Trial registrationClinicaltrials.gov (NCT04262882).

Teaching note: personal attack or the personal touch? Evaluating the use of video feedback methods with qualifying social workers

ABSTRACT Social work skills such as the ability to reflect on self and to recognize and manage emotions are fostered in part through using and receiving feedback, however there is limited research about feedback methods that effectively enable social work students and post-qualifying workers to engage with the emotional aspects of learning and feedback. This teaching note reports on a pilot project in which video feedback on academic assignments was provided to first year undergraduate social work students studying at a university in England. The project findings underscore the importance of engaging with the emotional dimensions of feedback processes and recognizing how feedback experiences can shape emerging learner and professional identities. The findings also underline the psychological and social skills required to engage in more performative aspects of contemporary education and practice. We argue that social work students are likely to benefit from support to develop meta-cognition (the process of thinking about one’s thinking processes) and self-regulation (regulation of emotion and behavior) skills before they can make sense of academic and practice-orientated feedback. Video feedback on academic assignments is therefore best utilized when it is underpinned by a dialogical approach to teaching and learning in the ‘classroom’ and the ‘field’.

Examining talk moves of science teacher’s through communicative approach

ABSTRACT Background Teachers are expected to take actions that support students’ ideas and create a network of ideas between different ideas when classroom discourse is based on an interactive dialogic communicative approach. Despite this emphasis, it is unknown how well existing discourse approaches and moves used in science education research correspond with the discourse cultures that teachers currently engage in. Purpose The purpose of this study is to identify the teacher’s talk moves during the whole class discussion, how the teacher decides the moves, and the communicative approach used in tandem with the talk moves. Sample A fifth-grade science teacher working in a primary school in Turkey and her students were the participants of the study. Design and methods A case study was used to understand how the teacher’s talk moves laid the groundwork for the communicative approach, how she transitioned from one approach to another, and the reasons for this transition. Results The dialogue begins with the teacher’s move of laying the foundation. The teacher allows students to express their ideas on this basis and synthesizes the different ideas of the students. It can be inferred that the teacher considers the limitations of the Science program when determining the content to be taught and therefore adopts an authoritative approach. Although an environment in which students can express their ideas freely was established in an effort to create a pool of ideas, student interaction was observed at a minimum. The only exception to this observed pattern is when students initiate the discussion of the ideas. This move showed that a student-initiated dialogue was ‘drifted’ towards predetermined content by the teacher’s move. Conclusion In-service training ensures that teachers are equipped with the knowledge and skills necessary to create dialogic learning environments that will support students in expressing their ideas, interacting with each other, and learning together.

Exploring dialogue in virtual simulation in nursing education – An observational study

ObjectivesSimulation is an important learning activity in nursing education. There is little knowledge about dialogue and communication between students and facilitators in a virtual simulation setting. The current study, conducted in Norway, explores the dialogic teaching approaches applied by facilitators in a virtual classroom and adapt an analytic tool from a physical classroom in lower education to a virtual classroom in higher education. MethodsSixteen virtual simulation sessions of groups with nursing students were video-taped. The videos were coded with a coding scheme developed for physical classrooms and adapted to the virtual setting. The dialogic approaches from the facilitator were analysed using descriptive analysis. ResultsThe most frequently used approaches from the facilitator were categorized as listening (“Modelling prompts and body language to encourage continuation”) and asking (“Big questions”). The most frequent pattern seen in the use of dialogic approaches fall under the category listening. ConclusionsThe coding scheme is suitable to analyse facilitators' dialogic approaches in a virtual setting in nursing education. Further research should examine how the facilitator can strategically deploy dialogic approaches in other types of simulations with students. InnovationThe coding scheme was developed from lower to higher education, and from a physical to a virtual setting.

Literature Manuals in Times of New Mediacy in Sweden

The present article focuses on the role of the teaching and learning of literature in a large-scale Swedish, professional development programme for teachers called the Reading Lift. More specifically this study, using qualitative content analysis, examines the educational function of the most prominently referred to literary didactic theory and method developers in the program: Judith Langer, Aidan Chambers, Louise M. Rosenblatt, and Rita Felski, but also the relationship between literary didactics, literacy, and fiction. The results show a strong domination of Langer-inspired manual and strategy-based approaches, primarily promoting efferent reading stances. More holistic hermeneutic and dialogic approaches in support of aesthetic reading, represented by Chambers, Rosenblatt and Felski, are less common. Further, there is a strong alliance between the literacy concept and the systematic and manual-based literary didactic approaches. Also, in the literacy discourse, literary works of art have become not just texts amongst other texts, and foreign, but are also framed as hypermediacy. Based on our results we tentatively suggest that a shift in paradigms of literature education has taken place, from literature pedagogy, grounded in print culture, to literature didactics, situated in new mediacy and the digital.

Pondering Diversity in Contemporary Culture: Towards Establishing a Framework for a Dialogical Approach to Religious Education in Australian Catholic Schools

This paper seeks to deepen the understanding of religious plurality using a range of conceptual lenses and then to draw out some implications for a dialogical approach to religious education in Catholic schools. While what was, until very recent times, seen as conventional religious affiliation has certainly weakened in Australia and elsewhere, this does not necessarily lead to a multiplication of communal beliefs, practices and values. Following Smith, Inglehart and others, what has emerged is a dominant cultural hegemony which has a range of characteristics, but the most pertinent for the discussion here is the loss of the transcendent imperative and the subsequent decline in the knowledge of, and identification with, narratives associated with once-dominant religious communities. An understanding of diversity in the current cultural milieu in Australia needs to consider this hegemony as expressed in a commonality of beliefs, values and practices regardless of expressed affiliation, religious or not. Understanding diversity in this framework establishes a basis for better considering what a dialogical approach to religious education would involve. A dialogical approach to religious education is taken as a settled norm and not one that is heavily contested. A number of the implications of the proposed understanding of diversity for religious education are given. These include following a Vygotskian scaffolded approach to pedagogy and seeing an important place for the articulation of the home religious tradition.

Interpreting paired phenomena in the Hebrew Psalter and in African indigenous sacred texts

The Hebrew Psalter is a repertoire of paired phenomena. From parallelisms to twin Psalms, biblical scholars have paid attention to these structural and poetical features as keys to unlocking and interpreting the meaning and theology of these psalms. Unfortunately, the otherwise admirable results of these exegetical works remain abstract and largely removed from the interests of the African reader. An alternative way of engaging these texts is to realise that paired phenomena are not exclusive to the Hebrew Psalter. African indigenous sacred texts such as the Adinkra of the Akan people equally contain similar phenomena though relatively little attention has been paid to them. This article, using a dialogical approach of African Biblical Hermeneutics, studies the twin Psalms 111 and 112 as an example of a paired phenomenon in the Psalter. It brings this text into dialogue with the Adinkra denkyemfunefu to illustrate how focussing on similar structural phenomena in either text uncovers the same theme of the common good in either text and facilitates the reception of the biblical discourse in contemporary African contexts.Contribution: It is argued that common literary features in biblical and African indigenous sacred texts could be harnessed as vehicles for facilitating the reception of biblical discourse in contemporary Africa.

60 ANOS DE ANGICOS (RN) E O LEGADO DE PAULO FREIRE

This qualitative and bibliographic research aims to establish parameters of confluence between the Paulo Freire Method, applied in the municipality of Angicos (RN), and Peace Education, highlighting the Freirean legacy for the construction of a Culture of Peace through literacy and literacy education. This study is based on the concepts of Culture of Peace and Peace Education (GALTUNG, 1969; JARES, 2002; RABBANI, 2003), literacy and literacy education (SOARES, 2004), as well as the analyses of Morais (2019) and Santos et.al. (2020) regarding the National Literacy Policy of 2019. The results highlight the antidemocratic nature of the policy and the consistency of the Freirean method with the assumptions of Peace Education: a dialogical approach, of a political nature, focusing on ideals of democracy, human rights, and social justice, which are essential for a Culture of Peace.

The Spacetimes of the Scythian Dead: Rethinking Burial Mounds, Visibility, and Social Action in the Eurasian Iron Age and Beyond

The Eurasian Iron Age Scythians, in all their regional iterations, are known for their lavish burials found in various kinds of tumuli. These tumuli, of varying sizes, are located throughout the Eurasian steppe. Based, at least partially, on the amounts and types of grave goods found within these mounds, the Scythians are usually modeled as militant, patriarchal mobile pastoralists, with rigid social structures. Yet, such interpretations are also due to accounts of Scythian lifeways provided by “classical” societies from the Greeks to the Persians, who saw the Scythians largely as barbarians, much like their neighbors to the north of the Greeks, the “Celts”. Despite recent interrogations of the barbarian trope, and the opportunity to dissect the classic formula of large mounds = elevated status, I contend that many studies on Scythian mortuary practices remain monolithic and under-theorized, especially by Western scholars. Drawing upon different conceptual and methodological frameworks, I present alternative, multi-scalar understandings of Scythian mortuary landscapes. Utilizing a spacetime-oriented, dialogical approach supplemented with geographic information systems, I interrogate how and why various meanings and experiences may have intersected in these protean Scythian landscapes of the dead, rather than reducing them to monolithic symbolic proxies of ideological status.

Thinking outside of the (Western) Box: Cultural Psychology Perspectives on Creativity in Education

ABSTRACTThis paper expands upon the invitation to rethink how psychology has constructed knowledge, theories, and research while analyzing the epistemological foundations of educational practices in schools, especially those aimed at promoting creativity. Our goal is to critically explore the shortcomings of the traditional, Westernized individualistic, and mostly positivistic approach usually found in school contexts. To foster creativity, a more dialogical, socio‐cultural, and collaborative framework is suggested, involving multiple perspectives and possibility thinking to address current educational challenges. Through an examination of education and creativity, we analyze educational practices in Westernized societies and explore the possibilities that arise from non‐Western perspectives and dialogical approaches. The discussion is guided by the following questions: what kind of educational practices have been bolstered in Westernized societies? How do these relate to educating (with and for) creativity? A case study is included to provide concrete illustrations that substantiate our arguments. Incorporating decolonial frameworks into cultural and socio‐cultural perspectives, as well as in creativity research, would enrich the understanding of these fields. Decolonial approaches can offer valuable insights by addressing power relations inherent in knowledge construction and practice. Embracing these approaches enables these fields to contribute to a more nuanced and comprehensive understanding of human phenomena.