Purpose This paper aims to explore the potential of drama pedagogy that may contribute primary children's moral growth in Chinese educational context. It argues offer an ensemble-based, dialogic, and narrative for teaching morality complement didactic traditional model. Design/Approach/Methods The methodological approach is case study research, using different methods assess effects effectivene...

This paper aims to define the knowledge base of teaching in linguistically diverse secondary schools in England. Based on extensive interviews with the teachers across two schools, the paper identifies a range of good practices centred on flexibility and differentiation. These include, for example, diversifying teaching resources by using bilingual materials and dialogic tasks, as well as makin...

The aim of this interpretative, qualitative research study is to investigate affordances and constraints dialogic pedagogy in the museums, as well its broader contribution society today. background my involvement a Danish development project called ‘Museums Cultural Institutions Spaces for Citizenship,’ initiated by seven art museum educators Copenhagen supported Ministry Culture. Denmark has s...

INTRODUCTION Based largely on the writings of educational philosopher and activist Paulo Freire (see, e.g. 1970, 1977, 1989, 1993), educational researchers have demonstrated the contemporary relevance of dialogic and critical pedagogy to teachers and students of all ages, especially in urban schools (Cammarota & Fine, 2008; Darder, Baltodano, & Torres, 2003; DuncanAndrade & Morrell, 2008; Gay, ...

A body of research has recently emerged in the UK which adopts an ‘academic literacies’ stance towards student writing. An ‘academic literacies’ stance conceptualises student writing as a socially situated discourse practice which is ideologically inscribed (Jones et al., 1999; Lea & Street, 1998). Whilst powerful as an oppositional frame, that is as a critique of current conceptualisations and...

Dutta Ritam, “Let’s Talk”: Promoting Dialogue and Answerability in Critical Humanities Education with Permeable Curriculum and an Adda-Based Pedagogy [“Porozmawiajmy”: zalety dialogu i odpowiedzi w programach edukacji humanistycznej opartej na zasadach pedagogiki adda]. Kultura – Społeczeństwo – Edukacja nr 1(7), 2015, Poznań 2015, pp. 35–59, Adam Mickiewicz University Press. ISBN 978-83-232-29...