Opening Up and Closing Down Teachers’ Political Dialogues: Dialectic and Dialogic Strategic Orientations

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aut.relation.endpage14
aut.relation.issueahead-of-print
aut.relation.journalEducational Philosophy and Theory
aut.relation.startpage1
aut.relation.volumeahead-of-print
dc.contributor.authorWestbrook, Fiona
dc.date.accessioned2024-05-28T04:08:36Z
dc.date.available2024-05-28T04:08:36Z
dc.date.issued2024-04-19
dc.description.abstractThis 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.
dc.identifier.citationEducational 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
dc.identifier.doi10.1080/00131857.2024.2336023
dc.identifier.issn0013-1857
dc.identifier.issn1469-5812
dc.identifier.urihttp://hdl.handle.net/10292/17606
dc.languageen
dc.publisherInforma UK Limited
dc.relation.urihttps://www.tandfonline.com/doi/full/10.1080/00131857.2024.2336023
dc.rights© 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.
dc.rights.accessrightsOpenAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subject3901 Curriculum and Pedagogy
dc.subject3903 Education Systems
dc.subject39 Education
dc.subject4 Quality Education
dc.subject1303 Specialist Studies in Education
dc.subject1702 Cognitive Sciences
dc.subject2202 History and Philosophy of Specific Fields
dc.subject3902 Education policy, sociology and philosophy
dc.subject3903 Education systems
dc.subject5002 History and philosophy of specific fields
dc.titleOpening Up and Closing Down Teachers’ Political Dialogues: Dialectic and Dialogic Strategic Orientations
dc.typeJournal Article
pubs.elements-id546403
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