A crucial component of any education, dialogue is viewed by many social justice educators as their primary means towards rectifying social inequalities. Yet the extent to which the particular educational practices they recommend meet the needs or interests of their students who face systemic disadvantage remains unclear. This essay examines claims for and against dialogical pedagogy for increasing social justice. While conceding that dialogue is necessary for developing praxis as a student and participant in society, the essay argues that the prescriptive tone of some educators committed to social justice undermines their capacity for dealing concretely with the needs and interests of those they intend to better serve. The conclusion is drawn that educators committed to increasing equality must develop pedagogical attitudes informed by various educational implications of structural injustice as well as by the specific contexts in which they serve as teachers of both particular skills and content. Copyright © 2008 Springer Science+Business Media B.V.
|Journal||Studies in Philosophy and Education|
|Early online date||29 Jan 2008|
|Publication status||Published - Apr 2008|
CitationJackson, L. (2008). Dialogic pedagogy for social justice: A critical examination. Studies in Philosophy and Education, 27(2-3), 137-148. doi: 10.1007/s11217-007-9085-8
- Affirmative action pedagogy
- Social justice education
- Educational practice