The Routledge International Handbook of Research on Dialogic Education  book cover
1st Edition

The Routledge International Handbook of Research on Dialogic Education

ISBN 9781138338517
Published October 4, 2019 by Routledge
714 Pages 37 B/W Illustrations

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Book Description

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.

Table of Contents

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

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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.