ABSTRACT
This chapter looks at the ways in which the MeE Framework may ground such dialogic growth and aims to capture the fundamental connections between the MeE Framework and dialogic orientations towards teaching and learning. The conceptualization of the social basis of ‘mind’ is in sharp contrast to traditional developmental models characteristic of Western ideology, with their highly individualistic conception of development. Dialogic pedagogies support this relationally centred shift towards dialogic presence, and encourage students to open themselves to change through classroom discourse. Alison’s story signifies that the journey towards authentic learning dialogues builds on some significant foundational work around trust, respect, voice and control. A transient, culturally, linguistically and academically diverse cohort, the students had a history of challenging behaviours and a reputation as being ‘the classes of the school. Despite the initial challenges surrounding the issue of freedom, Alison’s narrative captures the overwhelmingly positive student response to choice.
