A Response to Eugene and Kiyo’s Dialogue-Disagreement on Dialogic Pedagogy

Citation data:

Dialogic Pedagogy: An International Online Journal, ISSN: 2325-3290, Vol: 2

Publication Year:
2014
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Repository URL:
http://dpj.pitt.edu/ojs/index.php/dpj1/article/view/125
DOI:
10.5195/dpj.2014.125
Author(s):
Ferholt, Beth ;
Publisher(s):
University Library System, University of Pittsburgh, Dialogic Pedagogy: An International Online Journal
Tags:
education, psychology, freedom, playworlds
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article description
Thank you for asking me to respond to the text that you have created, Eugene and Kiyo. I will write about the “freedom from,” which Eugene raises and which Kiyo addresses at the end of the text. Kiyo points out that when the teacher’s primary active engagement with the learner is to respect the learner’s freedom from, then ‘engaging with others actively to facilitate their learning and the development of their agency’ (pedagogy itself) is hindering the development of self-generated authorship (or making people responsive).

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