1st Edition

The Routledge International Handbook of Research on Dialogic Education

Edited By Neil Mercer, Rupert Wegerif, Louis Major Copyright 2020
    714 Pages 37 B/W Illustrations
    by Routledge

    The Routledge International Handbook of Research on Dialogic Education provides a comprehensive overview of the main ideas and themes that make up the exciting and diverse field of Dialogic Education. With contributions from the world’s leading researchers, it describes underpinning theoretical approaches, debates, methodologies, evidence of impact, how Dialogic Education relates to different areas of the curriculum and ways in which work in this field responds to the profound educational challenges of our time.

    The handbook is divided into seven sections, covering:

    • The theory of Dialogic Education
    • Classroom dialogue
    • Dialogue, teachers and professional development
    • Dialogic Education for literacy and language
    • Dialogic Education and digital technology
    • Dialogic Education in science and mathematics
    • Dialogic Education for transformative purposes

    Expertly written and researched, the handbook marks the coming of age of Dialogic Education as an important and distinctive area of applied educational research. Featuring chapters from authors working in different educational contexts around the world, the handbook is of international relevance and provides an invaluable resource for researchers and students concerned with the study of educational dialogue and allied areas of socio-cultural research. It will interest students on PhD programmes in Education Faculties, Master's level courses in Education and postgraduate teacher-training courses. The accounts of results achieved by high-impact research projects around the world will also be very valuable for policy makers and practitioners.

    Notes on Editors

    Notes on Contributors


    Section I: The Theory of Dialogic Education

    Introduction to the Theory of Dialogic Education

    Rupert Wegerif

    1. Towards a Dialogic Theory of Education for the Internet Age

    Rupert Wegerif

    2. Dialogism and Education

    David Skidmore

    3. Who’s Talking? (And what does it mean for ‘us’?)

    Kim Davies and Peter Renshaw

    4. Educational Processes and Dialogical Construction of Self

    Giuseppina Marsico, Luca Tateo, Ramon Cerqueira Gomes and Virgínia Dazzani

    5. Linguistic Ethnographic Analysis of Classroom Dialogue

    Adam Lefstein and Julia Snell

    6. Collaborative Argumentation-Based Learning

    Michael J. Baker, Jerry Andriessen and Baruch B. Schwarz

    7. Learning, Discursive Faultiness, and Dialogic Engagement

    Anna Sfard

    8. Dialogic Educational Approaches in Ibero-American Countries: A Systematic Mapping Review

    Juan Manuel Fernández-Cárdenas and Sergio Reyes-Angona

    Section II: Classroom Dialogue

    Introduction to Classroom Dialogue

    Paul Warwick and Vic Cook

    9. Metatalk for Dialogic Turn in the First Years of Schooling

    Christine Edwards-Groves and Christina Davidson

    10. Embedding a Dialogic Pedagogy in the Classroom: What is the Research Telling Us?

    Frank Hardman

    11. Analysing Student Talk Moves in Whole-Class Teaching

    Jan Hardman

    12. Visual Learning Analytics to Support Classroom Discourse Analysis for Teacher Professional Learning and Development

    Gaowei Chen

    13. Classroom Dialogue and Student Attainment: Distinct Roles for Teacher-Led and Small-Group Interaction?

    Christine Howe, Sara Hennessy and Neil Mercer

    14. Distinctively Democratic Discourse in Classrooms

    Susan Jean Mayer, Catherine O’Connor and Adam Lefstein

    Section III: Dialogue, Teachers and Professional Development

    Introduction to Dialogue, Teachers and Professional development

    Riikka Hofmann

    15. Teachers’ Collaborative Dialogues in Contexts of Lesson Study

    Peter Dudley and Maria Vrikki

    16. How Dialogic Teachers Create the Dialogic Classroom: Lessons from Japanese Teachers

    Kiyotaka Miyazaki

    17. Teacher Professional Development to Support Classroom Dialogue: Challenges and Promises

    Sara Hennessy and Maree Davies

    18. Designing Professional Development to Support Teachers’ Facilitation of Argumentation

    Alina Reznitskaya and Ian A. G. Wilkinson

    19. Attitudes Towards Dialogic Teaching and the Choice to Teach: The role of preservice teachers’ perceptions on their own school experience

    Alexander Gröschner, Miriam F. Jähne and Susi Klaß

    Section IV: Dialogic Education for Literacy and Language

    Introduction to Dialogic Education for Literacy and Language

    Fiona Maine

    20. Oracy Education: The Development of Young People’s Spoken Language Skills

    Neil Mercer, James Mannion and Paul Warwick

    21. A Dialogic Approach to Understanding and Promoting Literacy Practices in the Primary Classroom

    Sylvia Rojas-Drummond

    22. Dialogue-Intensive Pedagogies for Promoting Literature Thinking

    Ian A. G. Wilkinson, Anna O. Soter, P. Karen Murphy and Sarah C. Lightner

    23. Reading as a Transaction of Meaning Making: exploring the dialogic space between texts and readers

    Fiona Maine

    24. Research on Dialogic Literary Gatherings

    Marta Soler Gallart

    25. Writing Talk: Developing Metalinguistic Understanding through Dialogic Teaching

    Debra Myhill and Ruth Newman

    26. Mapping the Terrain of Dialogic Literacy Pedagogies

    Maren Aukerman and Maureen Boyd

    Section V: Dialogic Education and Digital Technology

    Introduction to Dialogic Education and Digital technology

    Simon Knight

    27. ‘Affordances for Dialogue’: The Role of Digital Technology in Supporting Productive Classroom Talk

    Louis Major and Paul Warwick

    28. Establishing and Maintaining Joint Attention in Classroom Dialogues: Digital Technology, Microblogging and Ground Rules

    Ingvill Rasmussen, Anja Amundrud and Sten Ludgvigsen

    29. Designing a Dialogic Technology-Enhanced Pedagogy to Support Collaborative Creativity

    Manoli Pifarré

    30. Researching the Materiality of Communication in an Educational Makerspace: The Meaning of Social Objects

    Kristiina Kumpulainen, Antti Rajala and Anu Kajamaa

    31. The Polyphonic Model of Collaborative Learning

    Stefan Trausan-Matu

    32. Progressive Dialogue in Computer-Supported Collaborative Knowledge Building

    Carol K. K. Chan, Yuyao Tong and Jan van Aalst

    33. Democratization and Education: Conditions and Technology for Dialogic Transformative Political Education

    Benzi Slakmon and Baruch Schwarz

    35. Pedagogical Link-Making with Digital Technology in Science Classrooms: New Perspectives on Connected Learning

    Judith Kleine Staarman and Jaume Ametller

    36. Triangulating Identity, Groups and Objects: A University Case

    M. Beatrice Ligorio, Francesca Amenduni and Katherine McLay

    Section VI: Dialogic Education in Science and Mathematics

    Introduction to Dialogic Education in Science and Mathematics

    Jaume Ametller

    37. The Details Matter in Mathematics Classroom Dialogue

    Noreen M. Webb, Megan L. Franke, Marsha Ing, Nicholas C. Johnson and Joy Zimmerman

    38. The Role of Dialogue in Science Epistemic Practices

    Aik-Ling Tan and Kok Sing Tang

    39. The Future of Dialogic Education: An Opportunity and a Challenge

    Lauren B. Resnick, Melissa E. Libertus and Faith Schantz

    40. Dialogic Thinking Together Towards Abstract Reasoning

    Paul Webb

    41. Dialogue and Shared Cognition: An Examination of Student-Student Talk in the Negotiation of Mathematical Meaning during Collaborative Problem Solving

    David Clarke and Man Ching Esther Chan

    Section VII: Dialogic Education for Transformative Purposes

    Introduction to Dialogic Education for Transformative Purposes

    Farah Ahmed and Hilary Cremin

    42. Interactions and Dialogue in Education: Dialogical Tensions as Resources or Obstacles

    Michèle Grossen and Nathalie Muller Mirza

    43. Understanding Conflict Transformation Dialogue Through Coding Based on Buber and Rogers

    Toshiyasu Tsuruhara and Hilary Cremin

    44. Creating an ‘Ethic of Care’ in a Vertical Tutor Group: Addressing Student’s Challenges through Dialogue

    Rupert Higham and Hans De Vynck

    45. The Power of a Dialogical Framework to Articulate Collaborative Learning in the 21st century

    Yifat Ben-David Kolikant and Sarah Pollack

    46. The Potential of Halaqah to be a Transformative Islamic Dialogic Pedagogy

    Farah Ahmed

    47. Exploring the Impact of Interactive Groups: Dialogic Interactions Involving Families and Community Members

    Ramon Flecha

    48. Dialogic pedagogy in a post-truth world

    Robin Alexander


    Neil Mercer is Emeritus Professor of Education at the University of Cambridge, where he is also the Director of Oracy Cambridge: the Hughes Hall Centre for Effective Spoken Communication and a Life Fellow of the college Hughes Hall.

    Rupert Wegerif is Professor of Education at the University of Cambridge where he co-leads the Cambridge Educational Dialogue Research (CEDiR) Group.

    Louis Major is a Senior Research Associate at the University of Cambridge interested in the role of technology in supporting educational dialogue and interaction.