About this paper

Appears in:
Pages: 8377-8385
Publication year: 2017
ISBN: 978-84-617-8491-2
ISSN: 2340-1079
doi: 10.21125/inted.2017.1975

Conference name: 11th International Technology, Education and Development Conference
Dates: 6-8 March, 2017
Location: Valencia, Spain

CRITICAL PARTICIPATION AND WRITING THROUGH STRUCTURED DIALOG

S. Dugal, E. Calcagno, C. Bedell, J. Berdugo, J. Miano, L. Martocchio

University of Rhode Island (UNITED STATES)
Introduction:
Dialogue is defined as "written or spoken conversational exchange between two or more people, and a literary and theatrical form that depicts such an exchange." The word "dialogue" derives from two roots: "dia" which means "through" and "logos" which means "the word", or more particularly, "the meaning of the word." The image of a dialogue is one of a "river of meaning" flowing around and through the participants.
Any number of people can engage in dialogue - one can even have a dialogue with oneself - but the sort of dialogue we are considering involves a group of three people seated in a circle talking together in a digital environment. We, the participants, agreed to leave behind debating tactics that attempt to convince and, instead, talked from our own experience on subjects that we improvised on the spot. We have been meeting for a few hours every week over a period of three months.

Structured Dialogue:
Is a disciplined form of dialogue where we agreed to follow a framework of facilitation that enabled us to address complex shared problems. Our paper presents a "structured dialogue" representing our dialogical practice that we developed as a means for understanding problems and acting consensually. Whereas, most traditional dialogue practices are unstructured or semi-structured, such conversational modes have been observed as insufficient for the coordination of multiple perspectives in solving a problem.

Dialogued Pedagogy:
Paulo Freire advanced dialogue as a type of pedagogy. Freire held that "dialogued communication" allowed students and teachers to learn from one another in an environment characterized by respect and equality. A great advocate for oppressed peoples, Freire was concerned with praxis—action that is informed and linked to people’s values. Dialogued pedagogy was not only about deepening understanding; it was also about making positive changes in the world.

Conclusion:
Through our interaction, we explored individual and collective presuppositions, ideas, beliefs and feelings. Because the nature of Dialogue is exploratory, its meaning and its methods continue to unfold. No firm rules were laid down for conducting this dialogue because its essence was learning - not as the result of consuming a body of information or doctrine imparted by an authority, nor as a means for examining or criticizing a particular theory or program, but rather as part of an unfolding process of creative participation between peers.
@InProceedings{DUGAL2017CRI,
author = {Dugal, S. and Calcagno, E. and Bedell, C. and Berdugo, J. and Miano, J. and Martocchio, L.},
title = {CRITICAL PARTICIPATION AND WRITING THROUGH STRUCTURED DIALOG},
series = {11th International Technology, Education and Development Conference},
booktitle = {INTED2017 Proceedings},
isbn = {978-84-617-8491-2},
issn = {2340-1079},
doi = {10.21125/inted.2017.1975},
url = {http://dx.doi.org/10.21125/inted.2017.1975},
publisher = {IATED},
location = {Valencia, Spain},
month = {6-8 March, 2017},
year = {2017},
pages = {8377-8385}}
TY - CONF
AU - S. Dugal AU - E. Calcagno AU - C. Bedell AU - J. Berdugo AU - J. Miano AU - L. Martocchio
TI - CRITICAL PARTICIPATION AND WRITING THROUGH STRUCTURED DIALOG
SN - 978-84-617-8491-2/2340-1079
DO - 10.21125/inted.2017.1975
PY - 2017
Y1 - 6-8 March, 2017
CI - Valencia, Spain
JO - 11th International Technology, Education and Development Conference
JA - INTED2017 Proceedings
SP - 8377
EP - 8385
ER -
S. Dugal, E. Calcagno, C. Bedell, J. Berdugo, J. Miano, L. Martocchio (2017) CRITICAL PARTICIPATION AND WRITING THROUGH STRUCTURED DIALOG, INTED2017 Proceedings, pp. 8377-8385.
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