International Association of Educators   |  ISSN: 2834-7919   |  e-ISSN: 1554-5210
International Journal of Progressive Education
International Association of Educators

Original article | International Journal of Progressive Education 2015, Vol. 11(1) 28-40

The limits of dialogue among teachers from different national contexts

Jenna Min Shim

pp. 28 - 40   |  Manu. Number: ijpe.2015.023

Published online: February 15, 2015  |   Number of Views: 39  |  Number of Download: 421

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Abstract

In this study, the author investigates the dynamics of dialogue among teachers in different national contexts based on their responses to different cultural practices. Employing Pierre Bourdieu’s sociological theory of practice and his concept of habitus, the author shows that, as the teachers’ responses are not entirely context-specific, they are not autonomous either. In the final section, the author discusses the importance of attending to limits and barriers of dialogue across differences. Moreover, she further posits that recognizing the difficulties involved in productive dialogue is essential for achieving the transformative educational goals that promote a less dominating and less hierarchical approach. The assumptions implicit in this work are that the scholars and practitioners from diverse backgrounds bring unique perspectives to teaching and learning; and, therefore, productive dialogues among teachers from various backgrounds can open up a generative space that enables the active co-construction of new perspectives.

Keywords: Dialogue, intercultural communication, habitus, transformative educational goals

How to Cite this Article?

APA 6th edition
Shim, J.M. (2015). The limits of dialogue among teachers from different national contexts . International Journal of Progressive Education, 11(1), 28-40.

Harvard
Shim, J. (2015). The limits of dialogue among teachers from different national contexts . International Journal of Progressive Education, 11(1), pp. 28-40.

Chicago 16th edition
Shim, Jenna Min (2015). "The limits of dialogue among teachers from different national contexts ". International Journal of Progressive Education 11 (1):28-40.

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