A critical comparison between democratic, neo-Vygotskian and dialogic pedagogies.
Saved in:
| Title: | A critical comparison between democratic, neo-Vygotskian and dialogic pedagogies. |
|---|---|
| Authors: | Farini, Federico1 (AUTHOR) federico.farini@northampton.ac.uk, Scollan, Angela2 (AUTHOR) |
| Source: | Pedagogy, Culture & Society. Mar2026, Vol. 34 Issue 2, p449-470. 22p. |
| Subject Terms: | *Dialogic teaching, *Teaching methods, *Educational literature, *Constructivism (Education), *Communication in education, *Education methodology, *Critical pedagogy |
| Abstract: | Based on a thorough consideration of pedagogical and sociological literature, combined with authors' reflections on their own research with children, this article pursues two interrelated objectives. The first objective is discussing the circular relationships between facilitation of children's agency and dialogue in educational contexts: facilitation is a dialogical form of communication, and a methodology to secure the sustainability of dialogue in educational interactions. Descending from the first, the second objective is to propose a critical comparison between facilitation of children's agency, democratic pedagogies and neo-Vygotskian methodologies, considering the intersection between facilitation of children's agency, democratic pedagogies and neo-Vygotskian methodologies, and the social structures underpinned by generational order. Although shared ethical and methodological underpinnings are identified, it is argued that the facilitation of children's agency is more compatible with the construction of sustainable dialogic pedagogies because it positions children as authors of valid knowledge in educational interactions. [ABSTRACT FROM AUTHOR] |
| Copyright of Pedagogy, Culture & Society is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Based on a thorough consideration of pedagogical and sociological literature, combined with authors' reflections on their own research with children, this article pursues two interrelated objectives. The first objective is discussing the circular relationships between facilitation of children's agency and dialogue in educational contexts: facilitation is a dialogical form of communication, and a methodology to secure the sustainability of dialogue in educational interactions. Descending from the first, the second objective is to propose a critical comparison between facilitation of children's agency, democratic pedagogies and neo-Vygotskian methodologies, considering the intersection between facilitation of children's agency, democratic pedagogies and neo-Vygotskian methodologies, and the social structures underpinned by generational order. Although shared ethical and methodological underpinnings are identified, it is argued that the facilitation of children's agency is more compatible with the construction of sustainable dialogic pedagogies because it positions children as authors of valid knowledge in educational interactions. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 14681366 |
| DOI: | 10.1080/14681366.2025.2519933 |
