critical dialogue, multicultural education, democratic education, social justice, policy and practice in multicultural education
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.
Faculty of Humanities & Social Sciences
School of Communication and Literary Studies
Dialogic Pedagogy. An International Online Journal
Peer Reviewed/Refereed Publication
© Nermine Abd Elkader
Original Publication Citation
Abd Elkader, N. (2015). Dialogic multicultural education theory and praxis: Dialogue and the problems of multicultural education in pluralistic society Dialogic Pedagogy. An International Online Journal, 3. DOI: http://dx.doi.org/10.5195/dpj.2015.71
Abd Elkader, Nermine, "Dialogic Multicultural Education Theory and Praxis: Dialogue and the Problems of Multicultural Education in a Pluralistic Society" (2015). Faculty Publications and Scholarship. 3.