Intercultural Dialogue in Diverse Classrooms: Debating the Socratic Dialogue Method from a Postcolonial Perspective
This article provides a critical examination of the Socratic Dialogue method, exploring its potential benefits and pitfalls in fostering intercultural and interreligious understanding in the classroom. Drawing on postcolonial theoretical perspectives, the analysis delves into the method’s capacity t...
| Auteur principal: | |
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| Type de support: | Électronique Article |
| Langue: | Anglais |
| Vérifier la disponibilité: | HBZ Gateway |
| Journals Online & Print: | En cours de chargement...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Publié: |
MDPI
2024
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| Dans: |
Religions
Année: 2024, Volume: 15, Numéro: 1 |
| Sujets non-standardisés: | B
multicultural classrooms
B the Socratic Dialogue method B Voice B postcolonial perspectives B Intercultural Dialogue |
| Accès en ligne: |
Volltext (kostenfrei) Volltext (kostenfrei) |
| Résumé: | This article provides a critical examination of the Socratic Dialogue method, exploring its potential benefits and pitfalls in fostering intercultural and interreligious understanding in the classroom. Drawing on postcolonial theoretical perspectives, the analysis delves into the method’s capacity to amplify marginalized student voices while acknowledging the risk of unintentional silencing. Emphasizing the importance of teachers’ attentiveness to diverse experiences, this article underscores the need for a nuanced approach that avoids othering opinions and rationales that are different from the mainstream. The study calls for an academic challenge to the idealization of dialogue, urging deeper reflection to identify blind spots and ensure an inclusive intercultural dialogue. |
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| ISSN: | 2077-1444 |
| Contient: | Enthalten in: Religions
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| Persistent identifiers: | DOI: 10.3390/rel15010098 |