ABSTRACT
In this chapter, Stephanie Power-Carter and David Bloome examine theoretical and philosophical framings of dialoguing. Specifically, they explore tensions among theories and philosophies of dialoguing and the in situ, embodied, empirical social events that comprise dialoguing. They argue that within the historical context of the United States any theorizing of and engagement in dialoguing needs to acknowledge in a substantive way the systemic denial of humanity to people of color. Power-Carter and Bloome address the linguistic scholarly turn, dialoguing as entailing reflection and refraction, personhood, and midwifery properties of language. They then turn their attention to a worked example of dialoguing and personhood in a classroom discussion. They close by highlighting the potential of dialoguing as humanizing social practice for students and their teachers.
