“Thinking better, whatever one thinks”: Dialogue, monologue and critical literacy in education
Abstract
This article provides a theoretical case for dialogical methods such as OSDE by relating the OSDE initiative to a range of critical pedagogical theories, including those of Gramsci, Deleuze and Guattari, Freire, Postman and Weingartner, and Spivak. It is suggested that dialogical processes are important in the development of perspective-relativity. Such awareness of constructedness poses a challenge to the idea of a single truth associated with arborescent thought. Dialogism is also counterposed to 'banking' education and 'royal science'. The article also suggests the need to interrupt dominant monologues in order to create space for the other to 'speak'. It is suggested that an awareness of multiplicity can only be constructed through dialogical processes, and not through monological processes which contradict their own content. Dialogism is related to the construction of a rhizomatic and multi-voiced model of social relations, as opposed to monological conceptions of a single truth.
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Comments on this article
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“Thinking better, whatever one thinks”: Dialogue, monologue and critical literacy in education
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