Educational Philosophy and Theory 43 (9):924-942 (2011)
Abstract |
Dialogue is a seminal concept within the work of the Brazilian adult education theorist, Paulo Freire, and the Russian literary critic and philosopher, Mikhail Bakhtin. While there are commonalities in their understanding of dialogue, they differ in their treatment of dialectic. This paper addresses commonalities and dissonances within a Bakhtin-Freire dialogue on the notions of dialogue and dialectic. It then teases out some of the implications for education theory and practice in relation to two South African contexts of learning that facilitate the access to education of disadvantaged groups, one in higher education and the other in early childhood education
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Keywords | dialogue Freire boundary dialectic Bakhtin learning |
Categories | (categorize this paper) |
DOI | 10.1111/j.1469-5812.2009.00606.x |
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References found in this work BETA
Pedagogy of the Oppressed.Paulo Freire - 2008 - In David J. Flinders & Stephen J. Thornton (eds.), The Curriculum Studies Reader. Routledge.
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Citations of this work BETA
The Pedagogy of Jesus in the Parable of the Good Samaritan: A Diacognitive Analysis.Peter N. Rule - 2017 - Hts Theological Studies 73 (3).
Bakhtin in the Fullness of Time: Bakhtinian Theory and the Process of Social Education.Craig Brandist, Michael E. Gardiner, Jayne White & Carl Mika - 2017 - Educational Philosophy and Theory 49 (9):849-853.
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