Original article | Open Access
International Journal of Progressive Education 2015, Vol. 11(1) 28-40
pp. 28 - 40
Publish Date: February 15, 2015 | Single/Total View: 39/436 | Single/Total Download: 46/742
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
APA 7th 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.