Critical Literacy: Theories and Practices, Vol 5, No 2 (2011)

Font Size:  Small  Medium  Large

“Thinking better, whatever one thinks”: Dialogue, monologue and critical literacy in education

Andrew Robinson


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.

Full Text: PDF

Comments on this article

View all comments

Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.

Critical Literacy: Theories and Practices is a non-commercial initiative committed to the ethical dissemination of academic research and educational thinking. CLTP acknowledges the thoughtful dedication of authors, editors and reviewers to develop and promote this open journal initiative. The journal receives copy-editing sponsorship from the Faculty of Education at the University of Oulu, Finland. CLTP has previously received  copy editing support from the Centre for the Study of Social and Global Justice at the University of Nottingham, UK.