Author:
Kullenberg Tina,Marjanovic-Shane Ana
Abstract
This paper is a republication of an interview between Tina Kullenberg and Ana Marjanovic-Shane, published in the EARLI SIG 25 Interview Series: ”The role of theory and philosophy in Educational Science” (Kullenberg & Marjanovic-Shane, 2020)[2]. In the interview, the authors discuss the reasons democratic schools sometimes support but other times do not support or even limit dialogic pedagogy. In the interview conducted by Tina Kullenberg, Marjanovic-Shane makes a distinction between schooling and education. Finally, in the face of global development, while sharing her comprehensive experiences over time and cultures, Marjanovic-Shane critically reflects on predominant approaches to education and the organization of schooling.
Publisher
University Library System, University of Pittsburgh
Subject
Linguistics and Language,Language and Linguistics,Education
Reference11 articles.
1. Bakhtin, M. M. (1991). The Dialogic Imagination: Four essays (C. Emerson & M. Holquist, Trans.). Austin, TX: University of Texas Press.
2. Berlin, I. (2006). Two concepts of liberty. In D. Miller (Ed.), The liberty reader. (pp. 33-57). Boulder, Colo.: Paradigm Publishers.
3. Greenberg, D. (1991). Free at last: The Sudbury Valley School. Framingham, MA: Sudbury Valley School Press.
4. Kullenberg, T., & Marjanovic-Shane, A. (2020). Democratic education, dialogic pedagogy – synergies and dissonances [Interview]. EARLI SIG 25 Newsletter, 2020(November). Retrieved from https://earli.org/node/139
5. Matusov, E. (2020a). Envisioning education in a post-work leisure-based society: A dialogical Approach. Cham, Switzerland: Palgrave, MacMillan.
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