Dialogic Multicultural Education Theory and Praxis: Dialogue and the Problems of Multicultural Education in a Pluralistic Society

Autor/in	Elkader, Nermine Abd
Titel	Dialogic Multicultural Education Theory and Praxis: Dialogue and the Problems of Multicultural Education in a Pluralistic Society
Quelle	In: Dialogic Pedagogy, 3 (2015), (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-3290
Schlagwörter	Multicultural Education; Teaching Methods; Preservice Teachers; Freedom of Speech; Dialogs (Language); Democratic Values; Teacher Education; Civil Rights; Student Attitudes; Educational Change; Educational Philosophy; Theory Practice Relationship + Suchen Sie Ihr Suchwort? Multikulturelle Erziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Redefreiheit; Dialog; Dialogs; Dialogue; Dialogues; Lehrerausbildung; Lehrerbildung; Bürgerrechte; Grundrechte; Zivilrecht; Schülerverhalten; Bildungsreform; Bildungsphilosophie; Erziehungsphilosophie; Theorie-Praxis-Beziehung
Abstract	The purpose of this theoretical article is to highlight the role that dialogic pedagogy can play in critical multicultural education for pre-service teachers. The article starts by discussing the problematic that critical multicultural education poses in a democratic society that claims freedom of speech and freedom of expression as a basic tenet of democracy. Through investigating research findings in the field of critical multicultural education in higher education, the author argues that many of the educational approaches--including the ones that claim dialogue to be their main instructional tool--could be described as undemocratic, and thus have done more harm than good for the multicultural objectives. On the other hand, the author argues that dialogic pedagogy could be a better approach for critical multicultural education as it promises many opportunities for learning that do not violate the students' rights of freedom of expression and freedom of association. Throughout this article, the author tries to clarify the difference between dialogic pedagogy and other conceptualizations of dialogue in critical multicultural education arguing for the better suitability of dialogic pedagogy for providing a safer learning environment that encompasses differing and at times conflicting voices. (As Provided).
Anmerkungen	University Library System, University of Pittsburgh. 3960 Forbes Avenue, Pittsburgh, PA 15260. Tel: 302-831-1266; 302-831-4441; e-mail: dpjournal@pitt.edu; Web site: http://dpj.pitt.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01