ABSTRACT
This chapter features three situated accounts of dialogue and student actions at the study’s second research site and opens a window for understanding the interactional process of critical pedagogy in day-to-day practice. Drawing on Bakhtinian theories, these three episodes are illustrative of how students engaged in dialogue based on the generative themes that informed their curriculum, within the classroom space, on the social media site Facebook, and through written personal letters. Dialogue is depicted as dramatic encounters that took on epistemological and ontological dimensions, addressing the building of knowledge as well as how students were in the world. Student empowerment is exemplified through actions of transformative resistance, in and out of the school setting, that show students linking up to wider struggles for education and equity, while the author’s limitations in dialogue, as the teacher, are exposed.
