Practice Of Dialogue Research Articles

Post-Critical Pedagogy: A Philosophical and Epistemological Identikit

Abstract The aim of this article is to contribute to the outlining of the philosophical and epistemological status of post-critical pedagogy in the light of the body of scholarship (both positive and negative) that has, in the last few years, already grown in relation to this theoretical project. The article invites readers to follow its authors on a stroll in Post-Criticalland. Moreover, the article raises the question of whether post-critique is a new paradigm or merely a different attitude within the critical tradition. The authors conclude by arguing for a principle of complementarity and for practices of diplomatic negotiation, on the grounds that as post-critique should not be construed as dependent on critique but as complementary to it and as deserving a time and space of its own.

Towards a history of parliamentary culture in the early modern world: concept, geopolitical scope, and method

ABSTRACT This article proposes an innovative approach to early modern representative institutions, from the later fifteenth century to the early eighteenth. It argues that only a transnational, interdisciplinary, and comparative study of such bodies can reveal their shared culture and prominence in contemporary political discourse, public memory, and cultural production. Central to this new approach is the concept of ‘parliamentary culture’, which sees representative assemblies as collective constructs and embodiments of a political community, and encompasses the transnational tradition of customs, ideas, and cultural expressions associated with them. The article aims to: (1) sketch out the institutional, geopolitical, and historical scope of our enquiry; (2) define parliamentary culture as a collection of practices of legitimation, negotiation, and debate in political assembly that are central to the life of a community; and (3) demonstrate that the distinctive institutional cultures of representative assemblies were an essential component of the public life and political thought of early modern countries; and that there was a common culture of representative assembly shared and recognized throughout Europe which was variously transplanted to and adapted in the overseas territories of the Iberian, Anglo-British, and Dutch empires, often through interaction with Indigenous traditions of assembly. The underlying argument is that only by looking at early modern representative bodies in this way can we appreciate the vitality and significance of this type of political organization.

Growing transnational partnership educational provision via a Learning Development strategy: possibilities and pitfalls

Educational provision within transnational partnerships arrangements has come under increased scrutiny in recent years. This lightning talk focused on the creation of a Professional Development Series (PDS) initiative in the transnational educational partnership work at London Metropolitan University designed to strengthen cooperative, dialogic practice and to embed a strong communities of practice approach (Wenger, 1998) within partnership work. The PDS programme ran in the autumn of 2023 with hourly sessions roughly twice a month. It sought to bring together partnership educators from all backgrounds (including frontline teaching educators, library staff educators and educators in quality and governance) and included education-focused sessions (‘Evaluating the quality of learning and teaching’ and ‘Supporting learners who are struggling with their studies’), research-focused sessions (‘Understanding research ethics’ and ‘Exploring quantitative research’), graduation-focused sessions (‘Embedding employability in HE curricula’), and a session dedicated to partnership work (‘Working successfully in partnerships’). Conroy’s lightning talk outlined the starting points and principles underlying the PDS before discussing how to design and run Learning Development initiatives in transnational education, including points around initial reconnaissance work, pragmatics, tone, and how to foster dialogue and interaction within session spaces. Attention then turned to evaluating what may amplify or diminish the success and impact of such programmes and finally raised discussion points intended to spur debate among conference delegates around the boundaries, parameters, and desirable points of emphasis for Learning Development initiatives in transnational educational provision.

Synchronous (In)significance: Recording Ukraine’s Cultural Heritage in Real-Time

ABSTRACT Synchronous (In)significance argues for the recognition of a mode of heritage conservation within war-torn Ukraine that is already underway. The paper examines the digital initiative Polycam: Backup Ukraine which allows for everyday users to record, upload and share three-dimensional scans of places, sites and objects that they deem significant within their immediate environment. This evolving contemporary archive is positioned by its founders as a tool for citizen empowerment through the shared availability of the technology and storage of items for heritage capture. The resulting collection provides an unconventional account of the sites, spaces and objects at risk in Ukraine, creating a constellation of high, local, formal and idiosyncratic personal entries. Through this portal, a broad and unsanctioned account of Ukrainian heritage is revealed. This paper draws on the work of Tracy Ireland, Steve Brown and John Schofield which examines the dichotomous relationship of significance and insignificance in the practice of value creation and negotiation of heritage identity. Through this lens it examines how notions of sharing; shared technology, shared ownership and shared access might allow for the creation of a contemporary heritage archive, that interacts with memory, place and things, but does so in ways that “are often not possible in the context of official heritage regimes because of rigid aesthetic paradigms, urban or class conflict, identity politics, or dominant national narratives.” 1 The archive, which draws together digital records of well-regarded heritage sites with unexpected spaces and objects of the personal and the everyday, becomes a means of assessing notions of significance and (in)significance in real-time. This in turn, provides a mechanism for re-evaluating what aspects of the war-torn country are considered worthy of recording and sharing.

Influence of Participatory Negotiation on Performance of HIV/AIDS Community Health Projects in Kisumu County, Kenya

The United Nations has noted with concern that around 38.5 million across the globe live with HIV/AIDS. Globally, HIV/AIDS community health projects have been implemented and has influenced significantly the health sector with government and NGOs working together to shape agendas related to health. Therefore, there are efforts to combat HIV/AIDS internationally through Sustainable Development Goal and intensification of efforts to reinvigorate the global community. Based on the foregoing, the study examined how Participatory negotiation influences performance of HIV/AIDS community health projects implemented by Non-Governmental Organizations in Kisumu County, Kenya. This study was grounded on stakeholder’s theory as well as theory of change because the HIV/AIDS community health projects in Kenya is a results-oriented. The research design was descriptive cross-sectional survey which allows the use of both qualitative and quantitative methodologies of gathering data. The target population for this study will be a total of 30,118 comprising 59 monitoring and evaluation officers, 59 project managers and 30,000 beneficiaries of the HIV/AIDS community projects in Kisumu County. The study will purposively select 59 HIV/AIDS project managers and 59 Monitoring and evaluation officers. Using Krejcie and Morgan (1970) formula, the study used a sample size of 379 beneficiaries selected through simple random sampling technique. The study used structured questionnaire to collect quantitative data. Quantitative data was analyzed by using descriptive statistics of frequencies, percentages, mean score and standard deviation with results tabulated and presented on tables and graphs, as well as inferential statistics of Pearson correlation analysis and regression analysis. The simple linear regression coefficients as well as the Pearson correlation results indicated that there was significant effect of Participatory negotiations on Performance of HIV/AIDs Community Health Projects. The small p-values; implied that there was a significant effect of Participatory negotiations on Performance of HIV/AIDs Community Health Projects. The project managers and M&E officers should design appropriate implementation strategies for the health projects that will enable Participatory negotiation practices to be properly implemented in order to enhance performance of community HIV/AIDS health projects.

Engagement strategies in the context of the Itabira mine closure: impacts and stakeholder participation

Purpose: This article aims to propose and apply a set of analytical categories for evaluating engagement in mine closure processes. Design/methodology/approach: The qualitative research adopts a case study strategy considering the singularity of the phenomenon studied. The mine project analyzed is the country's first large-scale closure, scheduled for 2041, with the potential to influence future processes. Data collection involved observation, documentary analysis, and interviews. Sixteen interviews were conducted with representatives from the public power, community, organizations, and the company. The research strategy chosen was content analysis using the analytical categories raised in the literature review and triangulation of data collection sources. Findings: The results highlight the importance of the mining company's active role in constructing the city's post-mining future, collaborating to reconvert socio-economic dynamics, and fostering a trusting relationship with the community. However, the company remains distant from the debate. Interviews revealed a paternalistic relationship between the mining company that guides engagement in a predominantly unilateral flow, with communication directed to meet its interests. Originality/value: This research fills a gap in the existing literature by focusing on engagement in a vulnerable context. It contributes to the theoretical advancement of the main characteristics of engagement in mine closure processes and for dialogue practices with communities to favor sustainable territory development in the post-mining period.

현장 사례를 통한 위기협상 발전 방향에 관한 연구 - 협상가 인터뷰를 중심으로

Since the 2010s, negotiation practices within the Korean Police Force have seen substantial advancements. Negotiation teams managed by each provincial police department and those at the national investigation headquarters handle initial responses at scenes. The increased visibility and recognized importance of police negotiation teams have led to more frequent dispatches of negotiation officers and significant successes, such as in the hostage situations in Hapcheon, South Gyeongsang Province, and a bakery in Gangnam District, Seoul. However, a persistent preference for tactical responses over trust in crisis negotiation often dominates on the ground, indicating the need for further improvements. The National Police Agency conducts in-depth training sessions biannually to enhance the capabilities of professional negotiators, while provincial police departments focus on basic negotiation training through local educational institutions. Nonetheless, there is a significant shortfall in the training provided to commanders overseeing these operations, resulting in inadequate communication. The reduction of training programs at police educational institutions since 2024 has raised concerns. This study aims to analyze opinions from scholars and practitioners who were directly involved in or active in crisis negotiations, such as the 2017 Hapcheon hostage incident, to identify the challenges encountered in the field and suggest potential improvements.

Feminist Approach to Integrated Reporting: Theory of the Firm and Practice in Dialogue

This paper contributes to maintain active the debate in applying Feminist Approach to understand the theory of the firm underlining Integrated Reporting in different lens of capitalism. The work is useful to accounting scholars, standard setters and the general public, because there are practical implications especially important to the present development of the sustainability reporting scenery. The business theory underlying the IR framework remain clearly still a capitalist theory, but if in some cases organizational changes are activated, and therefore we are moving towards small changes in the corporate culture. This process can leave room for an area to include reflections on a different theory that can be generated incidentally, also starting from a model structured in itself and oriented towards the creation of value for investors.  Finally, we think that by keeping the debate alive we can help sow a seed to improve the potential of accounting and accountability (social, environmental, sustainable). The research design is grounded on Feminist approach literature in economics and accounting. After literature analysis set of keywords are analyzed to identify the interpretative paradigms of the firm that can be associated with the masculine and feminine.  The analysis use NVivo 12 and is addressed to the integrated reports released by health and pharmaceutical companies, that have been selected among the leading practices included in the IR examples website (IIRC Database as of May 11, 2021). This choice is due to investigate one of the most sensitive industries during the Covid-19 pandemic.

The House of One

This paper explores the potential of the client-architect relationship to be part of a design methodology conducive to conceiving sacred space as collaborative, dialogical practice. The case study for this investigation is the multi-confessional project ‘House of One’ by Kuehn Malvezzi, currently on site in Berlin, Germany. The client for this project is not one cleric or religious community but a foundation initiated by a local Protestant, Jewish and Muslim congregation. The fact that the client is not one homogenous entity has shaped the conception of the project and consequently the building’s final appearance: all design decisions have been taken conjointly by the three clerics. In this project, the correlation between theological considerations and material realisation has been recognised as a reciprocal two-way process: theological doctrines are materialised through constructed space – equally, architectural questions can act as a catalyst for theological debate between the three clerics and their respective communities.

Making sense of negotiation and AI: The blossoming of a new collaboration

The integration of artificial intelligence (AI), including the recent appearance of revolutionary large language models (LLMs), marks a transformative era in the field of negotiations, reshaping traditional practices and presenting a range of opportunities and challenges. This article delves into the evolving interplay between negotiation and various AI technologies, as they now combine massive computational power with user-friendly interfaces capable of fluent, multi-topic conversations. The article categorizes AI's role in negotiation into assistance, semi-automation, and automation, each offering unique advantages and addressing different negotiation needs. While AI's ability to compensate for human limitations in rationality, emotion, and computational capacity is promising, it also raises concerns regarding biases, ethical considerations, and the reliability of automated decision-making. The burgeoning AI and negotiation collaboration necessitates a balanced approach, harnessing AI's potential to enhance negotiation outcomes while conscientiously navigating its challenges. This article aims to foster understanding of and influence the future trajectory of negotiation and AI, highlighting the need for ongoing research and development to ensure ethical, effective, and equitable negotiation practices in an AI-augmented future.

Traditions of Jayawijaya Muslim Society: Some Perspectives from Islam and Customs

This article explores the compromises made between local customs (adat) and Islamic religious practices in the daily lives of Muslim communities in Jayawijaya, Indonesia. Adat and Islam are two influential elements that profoundly shape societal norms, and their interaction often leads to a dynamic negotiation of values and practices. When Islamic teachings are introduced into a community with deeply rooted traditions, there is often tension between the demands of religion and established cultural customs. This phenomenon is not unique to Jayawijaya. Similarly, when Islam was first revealed in Arab society, it encountered established traditions and customs that had been passed on for generations. In Jayawijaya, local customs are deeply embedded in the lives of Muslims, including initiation ceremonies, marriages, funerals, and other sacred rituals. A significant aspect of these rituals is the communal pig feast, which traditionally occurs in the silimo (courtyard) of homes. Recognizing the need to harmonize these practices with Islamic teachings, the author endeavors to standardize these rituals by replacing pigs with animals that are halal (permissible) for consumption and aligning ceremonies with Islamic law. This study sheds light on the intricate balance between preserving cultural heritage and adhering to religious obligations, thereby providing a framework for similar contexts in which religion and tradition intersect.

Encouraging, empowering, and educating: Informal educators, caregivers, and children as partners in computational thinking activities

AbstractInformal learning environments, such as libraries and museums, are key areas for supporting computational thinking (CT) with young children and their families. Educators in these environments are working to offer CT‐related experiences and activities for families of young children, often incorporating aspects of sociocultural learning such as scaffolding and dialogic practices. Because the parent/caregiver is typically present with their young child in these environments, there is an opportunity to provide them with CT information and support so that they can then actively engage in and encourage their child's CT learning, thereby extending their child's capabilities in a zone of proximal development. Previous research by Ohland et al. offers an initial framework of parental roles in CT experiences that serves as a foundation for this study's analysis of interviews with 18 libraries and museums from across the United States. The goal was to understand informal educators' goals for caregiver participation in CT activities with young children and their strategies for enabling caregivers to embody these different roles. Findings reveal that educators want caregivers to play a variety of roles with their child(ren) in these CT experiences. Furthermore, educators are implementing a variety of methods that explicitly encourage interaction, collaboration, and more. The connections between these goals and methods begin to build a model of caregiver encouragement, empowerment, and education in CT experiences in informal learning environments.

Becoming an Open Dialogue practitioner: a qualitative study of practitioners' training experiences and transitioning to practice.

In the context of transforming mental healthcare towards more personalised and recovery-oriented models, Open Dialogue has attracted significant international interest. Open Dialogue proposes a way of organising services and delivering care that supports an immediate response to crisis, relational continuity of care, a social network approach and the empowerment of networks through shared decision-making and a flattened hierarchy. The ODDESSI trial currently being conducted in the UK is assessing the model's clinical and cost-effectiveness. Practitioners who delivered the approach within the trial undertook a one-year Open Dialogue foundation training programme, however little is known about their training experiences. This study aimed to explore practitioners' experiences of receiving the training and transitioning to dialogic practice. Individual, joint and focus group interviews with 32 Open Dialogue practitioners were conducted. Thematic analysis was used to analyse the transcripts and transformational learning theory informed the interpretation of the findings. Two themes further divided in subthemes were generated from the data: (1) experiences and impact of formal training and (2) becoming an Open Dialogue practitioner as an ongoing learning process beyond formal training: barriers and facilitators. The one-year Open Dialogue foundation training was a transformative experience for participants due to its emphasis on self-work and its impact on a personal level. Practitioners felt adequately prepared by their training for dialogic practice, yet becoming an OD practitioner was seen as a continual process extending beyond formal training, necessitating ongoing engagement with the approach and organisational support. However, the commitment of participants to deliver optimal dialogic care was occasionally impeded by organisational constraints, resource limitations, and often having to concurrently deliver conventional care alongside Open Dialogue.

A case study of emergent leadership in whole-class discussion of controversial issues

Teachers are increasingly called on to employ dialogic practices to promote active and equitable student participation in academically challenging classroom discourse. However, vocal students who dominate whole-class discussions might threaten or even overthrow the ideal of equitable participation. Situated in a fourth-grade Chinese elementary classroom participating in an intervention seeking to implement dialogic teaching of controversial issues in Morality and Law, the current study examined the discursive patterns of an emergent student leader to reveal her attempts and struggles to actively take part in discussions, the teacher’s management of her dominant participation, and the scaffolding she provided for her less capable peers. We suggest that future professional development on dialogic teaching should better prepare teachers to effectively manage discrepancy in students’ oral participation, focusing on both vocal and silent students. We also call for more research to investigate the possibilities and strategies for students and teachers to share or co-manage leadership in dialogic teaching.

A Narrative Inquiry into EFL Teachers’ Emotional Geographies in Online Grammar ‘Funtainment’ Assessment

In EFL classrooms, each teacher is expected to be able to act professionally in teaching and assessing the students through the ability to control emotions. However, studies that capture such phenomenon are lacking. This study investigated the narratives of Indonesian EFL teachers’ emotional geographies who conducted online assessments using 'Funtainment Assessment' in 'Grammar' classes. The study employed a narrative inquiry as the design by collecting individual in-depth interview data over four months. Findings unveiled five aspects that influenced changes in the participants' emotional geographies: physical, moral, sociocultural, professional, and political. Participants had a variety of attitudes in response to the emotions that arose when assessing the students' grammar competence online. Interestingly, the participants experienced continuous adaptation to the practice of negotiation to the emotional changes Thus, it did not distract the professional developments they had done through agentive actions. The study's empirical results also suggest that the 'emotional geography dimensions' contributed to future teachers' professional developme

Gendered Practices in Transboundary Water Negotiations

Abstract This paper analyzes how practices in water diplomacy, and in particular in international water negotiations, are gendered and with what effects. We conduct a comparative analysis of three intergovernmental decision-making forums on international rivers: the Nile Technical Advisory Committee, the Chu-Talas Water Commission, and the International Commission for the Protection of the Rhine. These three cases demonstrate how gender is relational and creates situations in which gendered norms and values are strengthened, challenged, and changed, and sometimes used strategically to gain more power. In addition, two specific dynamics were observed: first, aligning with gendered stereotypes, confrontational practices in water negotiations are perceived as masculine and cooperative ones as feminine. Second, women’s participation in negotiations leads to both male and female negotiators adapting their behavior, resulting in a tendency towards less openly confrontational dynamics in more gender-balanced settings.

Parental mediation and the relational practices of negotiation and resistance: Insights from a qualitative panel study from Germany

ABSTRACT With the widespread use of digital media in our deeply mediatized society, parental mediation can be viewed as a dynamic and processual media practice that is integrated into everyday family life. We therefore advocate that parental mediation should be seen as part of the socialization that changes over time due to an ongoing stream of negotiations, instead of focusing purely on strategies. It is particularly important to us to show that this process is not only situational and procedural, but also relational. In the text, we present four case studies that illustrate how these aspects influence parental mediation. The cases were chosen from a longitudinal qualitative panel study with three survey waves. They were analyzed from the perspective of parents and children. The study itself focused on the process of socialization and its transformation through mediatization. On this basis we demonstrate that parental mediation is a relational process that is influenced by parents’ own biography, by other parents, friends or the wider family context as well as by negotiations with the affected children and their media repertoires.

Изменения в содержании и структуре жизненных проектов учащихся в обучающем рефлексивном диалоге

<p>This article discusses the problem of developing new teaching methods that are based on the use of reflexive technologies. One of the key components of these technologies is systemic reflection as a condition for the realization of personal potential. The paper contains a brief overview of theoretical, methodological and applied developments in the field of studying the phenomenon of reflection in Russian psychological science, which serve as a theoretical basis for the development of reflexology. The main conditions of the organization of reflexive dialogue, the principles of its construction, the necessary structural components and a summary of the author's development - the reflexive training "Life project of the individual" are described. The author's development - refletrening "Life project of personality" contains a description of the basic conditions of its organization, the principles of construction and the necessary structural components. The results of an empirical study of the influence of educational reflexive dialogue on the formation of students' life projects are presented. The use of reflexive practices (reflexive training) in reflexive dialogue for building life projects in adolescents is also justified. It has been empirically established that changes in the structure and content of life projects are noted equally in all subjects, regardless of their personal characteristics, but more likely in students with high scores on such personal characteristics as orientation in time (understanding the existential value of life), creative attitude to life (creativity), autosympathy, contact, systemic reflection", volitional regulation of behavior (control-naturalness), the level of general reflexivity, the appropriation of socially significant roles, the availability of experiences, openness to new experiences and self-assessment of metacognitive activity.</p>

Beyond Collapse: Negotiating a New World Order When the Old Breaks Down

Abstract The collapse of the existing world order and the rise of a counter order pose problems for the practice of negotiation and mediation as generally conceived. The transition will likely have problems overcoming issues faced in past transitions in 1812, 1919, and 1948 without a full-scale war, yet learn from these experiences. It is not too early to think about the processes and strategies needed to arrive productively at a better new system where negotiation processes can provide useful means to resolve conflicts. This article examines three levels of conflict and how conflict resolution and management approaches might be able to reestablish their capacities in a future system of international relations norms and institutions.

Searching for Ways of Settling Land Conflicts by Peaceful Means in Cameroon: A Critical Analysis of the Peacemaking Role of the ‘Land Consultative Board’

The regulation of Land tenure systems is one of the main sources of conflicts in Africa and one of the continent’s most difficult realities to pin down. In its 1974 land reform, the Cameroonian legislature sought to strike a balance between traditional norms and modern instruments, between administrative, judicial and customary authorities, in order to establish an inclusive, democratic and peaceful system of land tenure. The establishment of the Land Consultative Board as the regulatory instrument the state planned to use in land matters was projected as the answer to this quest. While the original intention remains laudable - to enable the state, guarantor of the general interest to acquire a local instrument with the appropriate legitimacy and capable of ensuring the peaceful regulation of land tenure. It has to be said that, almost 50 years later, this ambition has not been achieved. The recurrence of land conflicts and the density of disputes reflect the inadequacy of the rules governing land tenure in Cameroon, depriving the board of any real regulatory authority. The central argument of this paper is that the legislator's ambition was not sincere because of the precedence of the administrative authority to the detriment of other actors. The choice of evaluating this working assumption through the theory of the instrumentation of public action is therefore essential. It makes it possible not only to determine the legislator's intention through textual and contextual analysis, but also to observe the interplay of actors around this regulatory instrument through an interdisciplinary approach. Between its structural inability to acquire real autonomy and the barely concealed desire to downgrade custom, its role has steadily diminished along with its influence, though without disappearing. It remains, however, the institutional relic where the philosophy of the “palaver tree,” supported by the practice of non-violence and democratic dialogue, can still survive, as well as the keystone of the entire land tenure system of the country. The analysis of the consultative Board’s peacemaking role through its instrumentation (or its instrumentalisation) opens up new perspectives for understanding the regulation of public action in our so-called Southern countries, especially for decision-makers, donors and any actor interested in the thorny issue of land tenure insecurity.