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Democratic Dialogue in Education: Troubling Speech, Disturbing Silence


reviewed by John Ambrosio — 2005

coverTitle: Democratic Dialogue in Education: Troubling Speech, Disturbing Silence
Author(s): Megan Boler (Editor)
Publisher: Peter Lang Publishing, New York
ISBN: 0820463191, Pages: 157, Year: 2004
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In this provocative collection of essays edited by Megan Boler, socially committed teachers grapple with the complexities and dilemmas of conducting conversations, mostly in university settings, about controversial issues such as racism and homophobia. Organized as a conversation among the 10 contributors, many of whom respond to arguments presented in other essays, the text has produced, through its structure, a robust exchange of ideas about pedagogical goals and strategies. In the introduction, Burbules insists that educators must be clear about the “aims of a socially committed classroom” and the educational cost of their instructional choices (p. xxiii). Among the questions educators must ask themselves, he argues, is whether they want to create dialogue, wherever it might lead, or to foster dialogues oriented only to specific, desired ends? To challenge and change the views of dominant groups, or to strengthen solidarity and promote transformative action on behalf of the disempowered? To educate toward... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record Volume 107 Number 11, 2005, p. 2514-2517
http://www.tcrecord.org ID Number: 11807, Date Accessed: 10/18/2017 6:19:34 PM

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About the Author
  • John Ambrosio
    University of Washington, Seattle
    E-mail Author
    JOHN AMBROSIO is a Ph.D. candidate in Educational Leadership and Policy Studies at the University of Washington, Seattle. His research interests include how White teachers learn from racialized students, transformative pedagogies, and school reform. His most recent publication is “No Child Left Behind: The Case of Roosevelt High School” in Phi Delta Kappan, May 2004.
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