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Democratic Dialogue in Education: Troubling Speech, Disturbing Silence


reviewed by ZoŽ Burkholder ó 2006

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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Democratic Dialogue in Education: Troubling Speech, Disturbing Silence edited by Megan Boler is a philosophical inquiry into the merits of fostering democratic dialogue in the college classroom through the selective silencing and voicing of student participants.  The contributors offer creative and sometimes conflicting perspectives on the use of dialogue in the classroom, however, all are critical theorists committed to empowering minority students and challenging discrimination.  Drawing from well-known scholars ranging from Paulo Freire to Michel de Certeau to Judith Butler, the authors make complex claims that challenge academics to critically reconsider the ways classroom practices can either passively advocate or actively dismantle dominant ideologies of racism, sexism, and homophobia. The excellent essays in Democratic Dialogue in Education respond to Boler’s initial proposal for “affirmative action pedagogy” that intentionally silences dominant voices in order to foreground the experiences of marginalized groups.  Boler’s goal is to cultivate democratic dialogue in college classrooms, which... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record Volume 108 Number 5, 2006, p. 831-834
http://www.tcrecord.org ID Number: 12161, Date Accessed: 12/15/2017 12:54:12 PM

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About the Author
  • ZoŽ Burkholder
    New York Universityís Steinhardt School of Education
    E-mail Author
    ZOE BURKHOLDER is a doctoral candidate in the history of education program at New York Universityís Steinhardt School of Education, where she also teaches in the department of Humanities and Social Sciences in the Professions. She is completing work on her dissertation Teaching Race, Learning Culture: Racial Discourse in American Public Schools, 1900Ė1954.
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