The Routledge International Handbook of Research on Dialogic Education provides a comprehensive overview of the main ideas and themes that make up the exciting and diverse field of Dialogic Education. With contributions from the world’s leading researchers, it describes underpinning theoretical approaches, debates, methodologies, evidence of impact, how Dialogic Education relates to different areas of the curriculum and ways in which work in this field responds to the profound educational challenges of our time.

The handbook is divided into seven sections, covering:

  • The theory of Dialogic Education
  • Classroom dialogue
  • Dialogue, teachers and professional development
  • Dialogic Education for literacy and language
  • Dialogic Education and digital technology
  • Dialogic Education in science and mathematics
  • Dialogic Education for transformative purposes

Expertly written and researched, the handbook marks the coming of age of Dialogic Education as an important and distinctive area of applied educational research. Featuring chapters from authors working in different educational contexts around the world, the handbook is of international relevance and provides an invaluable resource for researchers and students concerned with the study of educational dialogue and allied areas of socio-cultural research. It will interest students on PhD programmes in Education Faculties, Master's level courses in Education and postgraduate teacher-training courses. The accounts of results achieved by high-impact research projects around the world will also be very valuable for policy makers and practitioners.

section Section I|1 pages

The theory of dialogic education

chapter 2|11 pages

Dialogism and education

chapter 3|12 pages

Who’s talking? (And what does it mean for ‘us’?)

Provocations for beyond Humanist dialogic pedagogies

section Section II|1 pages

Classroom dialogue

chapter |4 pages

Classroom dialogue

chapter 10|13 pages

Embedding a dialogic pedagogy in the classroom

What is the research telling us?

chapter 13|14 pages

Classroom dialogue and student attainment

Distinct roles for teacher-led and small-group interaction?

section Section III|1 pages

Dialogue, teachers and professional development

chapter 16|11 pages

How dialogic teachers create the dialogic classroom

Lessons from Japanese teachers

chapter 17|16 pages

Teacher professional development to support classroom dialogue

Challenges and promises

chapter 19|17 pages

Attitudes towards dialogic teaching and the choice to teach

The role of preservice teachers’ perceptions on their own school experience

section Section IV|1 pages

Dialogic education for literacy and language

chapter |3 pages

Section Introduction

Dialogic education for literacy and language

chapter 20|14 pages

Oracy education

The development of young people’s spoken language skills

chapter 23|12 pages

Reading as a transaction of meaning making

Exploring the dialogic space between texts and readers

chapter 25|13 pages

Writing talk

Developing metalinguistic understanding through dialogic teaching

section Section V|1 pages

Dialogic education and digital technology

chapter |5 pages

Section introduction

Dialogic education and digital technology

chapter 27|17 pages

Affordances for dialogue

The role of digital technology in supporting productive classroom talk

chapter 28|14 pages

Establishing and maintaining joint attention in classroom dialogues

Digital technology, microblogging and ground rules

chapter 33|12 pages

Democratization and education

Conditions and technology for dialogic transformative political education

chapter 34|12 pages

Pedagogical link-making with digital technology in science classrooms

New perspectives on connected learning

section Section VI|1 pages

Dialogic education in science and mathematics

chapter 38|11 pages

The future of dialogic education

An opportunity and a challenge

chapter 40|12 pages

Dialogue and shared cognition

An examination of student–student talk in the negotiation of mathematical meaning during collaborative problem solving

section Section VII|1 pages

Dialogic education for transformative purposes

chapter 41|13 pages

Interactions and dialogue in Education

Dialogical tensions as resources or obstacles

chapter 43|12 pages

Creating an ‘ethic of care’ in a vertical tutor group

Addressing students’ challenges through dialogue

chapter 46|12 pages

Exploring the impact of Interactive Groups

Dialogic interactions involving families and community members