Opening Up and Closing Down Teachers’ Political Dialogues: Dialectic and Dialogic Strategic Orientations
Date
Authors
Supervisor
Item type
Journal Article
Degree name
Journal Title
Journal ISSN
Volume Title
Publisher
Informa UK Limited
Abstract
This paper employs Mikhail Bakhtin for a dialogic reading of dialectics, conceptualising how early childhood education (ECE) teachers’ political dialogues are opened up and closed down. Explorations of ‘political dialogue’, or how teachers respond to issues they deem of political concern, is pertinent for teaching’s inherently political nature. How such encounters are opened and closed has special significance for ECE teachers, who have expressed feeling professionally and politically silenced. Guided by a philosophical framing of the contradictions and jostling interplays between dialogism’s in-betweenness and dialectic’s one-ness, excerpts are analysed from a doctoral study involving 10 Victorian, Australian ECE teachers. This framing and analysis signal the potential ramifications of a dialectical closing down of ECE teachers’ political dialogues in addition to how dialogism’s in-betweenness fosters openness. Contemplating these language strategies, the paper highlights how a silencing divisiveness may transpire, prompting a need for genuine listening in the threshold in-between the self and other.Description
Keywords
3901 Curriculum and Pedagogy, 3903 Education Systems, 39 Education, 4 Quality Education, 1303 Specialist Studies in Education, 1702 Cognitive Sciences, 2202 History and Philosophy of Specific Fields, 3902 Education policy, sociology and philosophy, 3903 Education systems, 5002 History and philosophy of specific fields
Source
Educational Philosophy and Theory, ISSN: 0013-1857 (Print); 1469-5812 (Online), Informa UK Limited, ahead-of-print(ahead-of-print), 1-14. doi: 10.1080/00131857.2024.2336023
Publisher's version
Rights statement
© 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.