Document Type

Article

Publication Date

2015

Keywords

critical dialogue, multicultural education, democratic education, social justice, policy and practice in multicultural education

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.

Comments

24 October 2015: At the time of publication, Sheridan College author Nermine Abd Elkader was associated with the University of Delaware.

Faculty

Faculty of Humanities & Social Sciences

School

School of Communication and Literary Studies

Journal

Dialogic Pedagogy. An International Online Journal

Version

Publisher's version

Peer Reviewed/Refereed Publication

yes

Terms of Use

Terms of Use for Works posted in SOURCE.

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

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