Dialogic Pedagogies in Educational Settings for Active Citizenship, Social Cohesion and Peacebuilding in Lebanon

Autor/in	Akar, Bassel
Titel	Dialogic Pedagogies in Educational Settings for Active Citizenship, Social Cohesion and Peacebuilding in Lebanon
Quelle	In: Education, Citizenship and Social Justice, 11 (2016) 1, S.44-62 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1746-1979
DOI	10.1177/1746197915626081
Schlagwörter	Foreign Countries; Observation; Reflection; Student Attitudes; Teacher Attitudes; Dialogs (Language); Residential Programs; Peace; Social Influences; Educational Methods; Cooperative Learning; Critical Thinking; Inquiry; Citizenship Education; Conflict; Conflict Resolution; Knowledge Level; Teaching Methods; Arabs; Documentaries; Films; Grade 10; Grade 11; Summer Programs; College Students; Lebanon + Suchen Sie Ihr Suchwort? Ausland; Beobachtung; Schülerverhalten; Lehrerverhalten; Dialog; Dialogs; Dialogue; Dialogues; Sozialer Wohnungsbau; Frieden; Sozialer Einfluss; Educational method; Erziehungsmethode; Kooperatives Lernen; Kritisches Denken; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Konflikt; Conflict solving; Konfliktlösung; Konfliktregelung; Wissensbasis; Teaching method; Lehrmethode; Unterrichtsmethode; Arab; Araber; Documentary film; Documentary films; Dokumentarfilm; Film; School year 11; 11. Schuljahr; Schuljahr 11; Sommerkurs; Collegestudent; Libanon
Abstract	Many educational programmes in societies affected by armed conflict aim to promote dialogic engagement as a fundamental aim and pedagogy for social reconstruction. Despite supporting government policies, classrooms show very little or no evidence of dialogic practices where learners (co-)construct knowledge with peers and engage in critical and appreciative inquiry. In the case of Lebanon, I examine the approaches of promoting dialogic pedagogies through formal and non-formal educational programmes. The conceptual framework draws on literature from Bakhtin, Habermas, Islamic and Arab scholars and researchers in effective learning. Evidence is gathered from (1) classroom observations and conversations with teachers from seven schools and (2) students' written reflections from a 10-day residential programme. Evidence suggests that dialogic engagement is largely dependent on facilitators' approaches to knowledge construction. Even with intervention to support teachers in facilitating dialogic activities in formal schooling, teachers continue to seek student confirmation of preset content knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01