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interpretations, assumptions and values alongside their own evolution of meaning:

In dialogic interactions, children are exposed to alternative perspectives and required to engage with another person’s point of view in ways that challenge and deepen their own conceptual understandings. (Alexander 2008, 27)

Teaching and learning become knowing and reknowing. The learners gradually know what they did not yet know and the educators reknow what they knew before. (Freire 1998, 90)

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Figure 1. The relationship between authoritative/powerful and everyday (geographical) knowledge (based on Young 2008, 2010).