Concluding Commentary: Response to Eugene and Kiyo

Citation data:

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

Publication Year:
Usage 384
Full Text Views 384
Captures 3
Readers 3
Repository URL:
White, E. Jayne ;
University Library System, University of Pittsburgh; Dialogic Pedagogy: An International Online Journal
education, dialogic pedagogy,; dialogue, dialogic pedagogy
article description
At the risk of speaking on his behalf I could almost swear I heard Bakhtin laughing gleefully over my shoulder as I read this fascinating dialogue between Eugene and Kiyo.  His reason for this might be partly inspired by the glaring misunderstandings both men reveal through their associated interplay with key pedagogical concepts. While polemic in nature, it occurs to me, somewhat ironically, that each man makes the same careful, empirically located, argument from different cultural and philosophical standpoints. At the centre of their debate is the concept of pedagogy and its capacity to promote ‘authentic’ learning. Despite this shared agenda their interpretations of key terms are often at variance and, as a result, they passionately bang their heads against each other in vehement misunderstanding that makes for what Bakhtin (2004) would describe as “lively and expressive” debate (p. 24) on this topic.