Dialogic Pedagogy

Aims & Scope

Dialogic Pedagogy: A Journal for Studies of Dialogic Education is an international peer-reviewed interactive online open-access journal free of charge for authors or readers. Its purpose is to advance international scholarship and pedagogical practice in the broadly defined area of dialogic education. The journal is international, multidisciplinary, multi-paradigmatic, and multicultural in scope. It accepts NEW (not previously published in English) manuscripts or translations of manuscripts previously published in other languages. The criteria for acceptance include a novel and important contribution to scholarship and/or significantly expanded previous scholarship that addresses the dialogic nature of education, teaching, and/or learning in formal institutional and informal settings. We think that the relationship between education and dialogue should not be limited to or defined by particular institutions, specific settings, the age of the participants, or fields of study, as new visions and insight on particular dialogic and educational tensions can arise from debates among paradigms, practices, and events. Hence, we encourage any research scholars and practitioners with an interest in dialogue and education to submit articles for editorial consideration. We encourage pioneers, visionaries, critics, innovators, and revolutionaries of Education to contribute. We also encourage discussions of various educational paradigms that promote and/or suppress educational dialogues, as well as different ecologies of education: traditional schooling, progressive schooling, democratic schooling, de-schooling, and unschooling. We loosely define “dialogic education” as any scholarship and pedagogical practice from researchers, philosophers, and practitioners (including educatees, learners, and students) that values and gives priority to “dialogue” in learning/teaching/educating across a wide range of institutional and non-institutional learning settings. At this point, a variety of approaches to dialogic pedagogy have emerged. This includes but is not limited to, the instrumental, interactional, epistemological, ecological, and ontological approaches to dialogue in education. We embrace diverse perspectives despite their possibly irreconcilable contradictions, disagreements, and dualisms. Juxtaposing conflicting ideologies and practices of dialogic pedagogy provides for authentic questions and tensions to emerge as scholars across various settings for learning and cultural/historical practices provide rich perspectives on the problematics of dialogue in education. We believe that the Journal for the study of dialogic education has to promote a public discourse on what dialogue and dialogic pedagogy are, what they mean, and how they relate to education rather than provide gatekeeping, censorship, or silencing of diverse approaches in the name of “true dialogue,” “true dialogic education,” “authentic education,” or “true dialogic pedagogy” (although this assertive discourse is welcome as well). Certainly, a journal on dialogic education should neither censor ideas nor develop an (impossible) consensus. Rather, the journal is founded on the idea that the scholarly community should engage in dialogue about the meaning of dialogue in education and dialogic pedagogy. In other words, it should practice what it preaches. Through dissemination of scholarship in the journal, scholars will have an invaluable opportunity to engage in an international debate about what “dialogic pedagogy” means across a diverse range of ideologies, values, settings (e.g., formal institutional and informal), histories, countries, social groups, and cultural practices. Education, teaching, learning, education without pedagogy, self-education, self-directed education, are broadly defined to include conventional and non-conventional institutional settings for learning and education, as well as informal, “free-choice learning environments” such as museums and teaching/learning in settings not explicitly designed for learning such as for example, parenting and other informal everyday settings. Scholars in fields outside of education but relevant to dialogic pedagogy are also encouraged to submit manuscripts (and participate in commentaries and online discussion, for instance, on the Journal’s Facebook group), including but not limited to humanities, anthropology, sociology, linguistics, social work, psychology, philology, political science, social and criminal justice, philosophy, and so on. We also encourage philological, philosophical, and theological contributions about important dialogic thinkers of the past and present (e.g., Bakhtin, Buber, Arendt, Freire, Habermas, Voloshinov, Gadamer, Lévinas, Medvedev, Rorty, Bibler, Dewey, Adler, Plato, Spinoza, Hegel, Vygotsky, Piaget, Marx, Nicholas from Cusa, Rancière, etc.), addressing issues of concern to dialogic education and dialogic pedagogy or pedagogical aspects related to human relations fields (e.g., psychology, social work, sociology, etc.), and description and analysis of innovative dialogic pedagogical practices. Submissions in diverse interactive formats must make substantial contributions to the scholarship and practice through broadly defined research and/or theoretical and practice-based reflective discussions of the dialogic nature of teaching/learning or dialogue as a practice in teaching/learning. Discussions of a dialogic research methodology (and anti-methodology) and debating epistemological, moral, political, and ontological issues in dialogic pedagogy are welcome as well. This multi- and inter-disciplinary journal falls between Social Sciences and Humanities. We view the journal’s audience as international scholars and educators interested in broadly defined dialogic pedagogy.

A twelfth criterion — whether APC fees are clearly disclosed — is not scored here; it is left out of the total rather than counted as a failure. Publication charges appear in the metrics card above.

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Source: OpenAlex · Each year’s green bar = citations earned by that year’s papers, counted to date — so recent years look lower simply because their papers haven’t had time to be cited yet.

SJR Quartile by Discipline

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Subject Classification