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.

chapter |8 pages

Introduction to the Routledge International Handbook of Research on Dialogic Education

ByRupert Wegerif, Neil Mercer, Louis Major

section Section I|1 pages

The theory of dialogic education

chapter |3 pages

Introduction to the theory of dialogic education

ByRupert Wegerif

chapter 1|13 pages

Towards a dialogic theory of education for the Internet Age

ByRupert Wegerif

chapter 2|11 pages

Dialogism and education

ByDavid Skidmore

chapter 3|12 pages

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

Provocations for beyond Humanist dialogic pedagogies
ByKim Davies, Peter Renshaw

chapter 4|12 pages

Educational processes and dialogical construction of Self

ByGiuseppina Marsico, Luca Tateo, Ramon Cerqueira Gomes, Virgínia Dazzani

chapter 5|13 pages

Linguistic ethnographic analysis of classroom dialogue

ByAdam Lefstein, Julia Snell

chapter 6|13 pages

Collaborative argumentation-based learning

ByMichael J. Baker, Jerry Andriessen, Baruch B. Schwarz

chapter 7|11 pages

Learning, discursive faultiness and dialogic engagement

ByAnna Sfard

chapter 8|19 pages

Dialogic educational approaches in Ibero-American countries

A systematic mapping review
ByJuan Manuel Fernández-Cárdenas, Sergio Reyes-Angona

section Section II|1 pages

Classroom dialogue

chapter |4 pages

Classroom dialogue

ByPaul Warwick, Victoria Cook

chapter 9|13 pages

Metatalk for a dialogic turn in the first years of schooling

ByChristine Edwards-Groves, Christina Davidson

chapter 10|13 pages

Embedding a dialogic pedagogy in the classroom

What is the research telling us?
ByFrank Hardman

chapter 11|15 pages

Analysing student talk moves in whole-class teaching

ByJan Hardman

chapter 13|14 pages

Classroom dialogue and student attainment

Distinct roles for teacher-led and small-group interaction?
ByChristine Howe, Sara Hennessy, Neil Mercer

chapter 14|14 pages

Distinctively democratic discourse in classrooms

BySusan Jean Mayer, Catherine O’Connor, Adam Lefstein

section Section III|1 pages

Dialogue, teachers and professional development

chapter |4 pages

Dialogue, teachers and professional development

ByRiikka Hofmann

chapter 15|10 pages

Teachers’ collaborative dialogues in contexts of Lesson Study

ByPeter Dudley, Maria Vrikki

chapter 16|11 pages

How dialogic teachers create the dialogic classroom

Lessons from Japanese teachers
ByKiyotaka Miyazaki

chapter 17|16 pages

Teacher professional development to support classroom dialogue

Challenges and promises
BySara Hennessy, Maree Davies

chapter 18|15 pages

Designing professional development to support teachers’ facilitation of argumentation

ByAlina Reznitskaya, Ian A. G. Wilkinson

chapter 19|17 pages

Attitudes towards dialogic teaching and the choice to teach

The role of preservice teachers’ perceptions on their own school experience
ByAlexander Gröschner, Miriam F. Jähne, Susi Klaß

section Section IV|1 pages

Dialogic education for literacy and language

chapter |3 pages

Section Introduction

Dialogic education for literacy and language
ByFiona Maine

chapter 20|14 pages

Oracy education

The development of young people’s spoken language skills
ByNeil Mercer, James Mannion, Paul Warwick

chapter 22|16 pages

Dialogue-intensive pedagogies for promoting Literate thinking

ByIan A. G. Wilkinson, Anna O. Soter, P. Karen Murphy, Sarah C. Lightner

chapter 23|12 pages

Reading as a transaction of meaning making

Exploring the dialogic space between texts and readers
ByFiona Maine

chapter 24|12 pages

Research on dialogic literary gatherings

ByMarta Soler-Gallart

chapter 25|13 pages

Writing talk

Developing metalinguistic understanding through dialogic teaching
ByDebra Myhill, Ruth Newman

chapter 26|13 pages

Mapping the terrain of dialogic literacy pedagogies

ByMaren Aukerman, Maureen Boyd

section Section V|1 pages

Dialogic education and digital technology

chapter |5 pages

Section introduction

Dialogic education and digital technology
BySimon Knight

chapter 27|17 pages

Affordances for dialogue

The role of digital technology in supporting productive classroom talk
ByLouis Major, Paul Warwick

chapter 28|14 pages

Establishing and maintaining joint attention in classroom dialogues

Digital technology, microblogging and ground rules
ByIngvill Rasmussen, Anja Amundrud, Sten Ludvigsen

chapter 30|15 pages

Researching the materiality of communication in an educational makerspace

The meaning of social objects
ByKristiina Kumpulainen, Antti Rajala, Anu Kajamaa

chapter 31|15 pages

The polyphonic model of collaborative learning

ByStefan Trausan-Matu

chapter 32|16 pages

Progressive dialogue in computer-supported collaborative knowledge building

ByCarol K. K. Chan, Yuyao Tong, Jan van Aalst

chapter 33|12 pages

Democratization and education

Conditions and technology for dialogic transformative political education
ByBenzi Slakmon, Baruch B. Schwarz

chapter 34|12 pages

Pedagogical link-making with digital technology in science classrooms

New perspectives on connected learning
ByJudith Kleine Staarman, Jaume Ametller

chapter 35|15 pages

Triangulating identity, groups and objects

A university case
ByM. Beatrice Ligorio, Francesca Amenduni, Katherine McLay

section Section VI|1 pages

Dialogic education in science and mathematics

chapter |3 pages

Dialogic education in science and mathematics

ByJaume Ametller

chapter 36|17 pages

The details matter in mathematics classroom dialogue

ByNoreen M. Webb, Megan L. Franke, Marsha Ing, Nicholas C. Johnson, Joy Zimmerman

chapter 37|12 pages

The role of dialogue in science epistemic practices

ByAik-Ling Tan, Kok Sing Tang

chapter 38|11 pages

The future of dialogic education

An opportunity and a challenge
ByLauren B. Resnick, Melissa E. Libertus, Faith Schantz

chapter 39|11 pages

Dialogic thinking together towards abstract reasoning

ByPaul Webb

chapter 40|12 pages

Dialogue and shared cognition

An examination of student–student talk in the negotiation of mathematical meaning during collaborative problem solving
ByDavid Clarke, Man Ching Esther Chan

section Section VII|1 pages

Dialogic education for transformative purposes

chapter |2 pages

Dialogic education for transformative purposes

ByFarah Ahmed, Hilary Cremin

chapter 41|13 pages

Interactions and dialogue in Education

Dialogical tensions as resources or obstacles
ByMichèle Grossen, Nathalie Muller Mirza

chapter 42|12 pages

Understanding conflict transformation dialogue through coding based on Buber and Rogers

ByToshiyasu Tsuruhara, Hilary Cremin

chapter 43|12 pages

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

Addressing students’ challenges through dialogue
ByRupert Higham, Hans De Vynck

chapter 44|13 pages

The power of a dialogical framework to articulate collaborative learning in the 21st century

ByYifat Ben-David Kolikant, Sarah Pollack

chapter 46|12 pages

Exploring the impact of Interactive Groups

Dialogic interactions involving families and community members
ByRamon Flecha

chapter 47|15 pages

Dialogic pedagogy in a post-truth world

ByRobin Alexander