Open Access Publications

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Open access publications by faculty, postdocs, and graduate students in the School of Education.


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Now showing 1 - 5 of 44
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    Relationships between Democratic Education and Dialogic Education: Conclusion
    (Dialogic Pedagogy, 2023-01-19) Matusov, Eugene
    In my conclusion, I want to return back to the issue raised by the co-editors of this special issue: what are the relationships between Democratic Education and Dialogic Education, between dialogue and democracy? For that, I consider the following three topics: 1) their polysemy, multiple meanings, of these two concepts, 2) their complementarity; and 3) their tensions and incompatibilities.
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    Teacher as a benevolent dictator: Promoting a culture of democratic dialogic education in a conventional university
    (Dialogic Pedagogy, 2023-01-19) Matusov, Eugene
    This essay provides a grounded critical discussion of why a professor might limit their undergraduate students’ sovereignty of educational decision-making to promote an opportunity for a democratic dialogic culture in the class situated in a conventional university. On the one hand, both democracy and dialogue require voluntary participation by the students in their education and dialogue and their sovereignty over collective decision-making and educational reasoning. On the other hand, this participation is based on the students’ socialization in a special culture which might often be at odds with their sovereignty. It is difficult for many students to freely choose democracy and dialogue in education when they are embedded in a conventional educational institution based on Kantian educational paternalism and foisted education. Also, the students are often culturally unfamiliar with such concepts as “democracy,” “dialogue,” and “self-education,” let alone their practical implications. To address these contradictions, I introduce the notion of the “teacher as a benevolent dictator.” I discuss, problematize, and analyze the forms of this benevolent dictatorship, its potential pitfalls, and promises.
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    Democracy, dialogism, therapy, progressivism, anarchism, and other values in Martin Duberman’s innovative pedagogy
    (Dialogic Pedagogy, 2023-01-19) Matusov, Eugene
    My essay aims to develop my authorial map-account of Martin Duberman’s various educational paradigms manifest in his experimental seminars at Princeton University, Hunter College, and Lehman College CUNY, 1966-1971 (and beyond) that I abstracted from his claims about his innovative educational teaching. I tried to develop a terrain of educational philosophical paradigms that shaped his goals, judgments, definitions of success, frustrations, and so on, and engage in a dialogic analysis of this terrain. His innovative pedagogy was driven by diverse and often conflicting educational philosophies involving democracy, dialogism, and therapy, among other values. I discuss the synergies and conflicts of these values in Duberman’s pedagogy.
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    The educational regime of the Bakhtinian dialogue
    (Dialogic Pedagogy, 2023-01-10) Matusov, Eugene
    Many dialogue-oriented educationalists are attracted to the Bakhtinian notion of dialogue. In this theoretical essay, I have abstracted five major features of the Bakhtinian dialogue and considered what kind of educational regime emerges from these features. In conclusion, I problematize the notion of Bakhtinian dialogue and its regime for education. The paper was presented and discussed at the 17th Bakhtinian conference in Saransk, Russia, in 2021.
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    A Culturally Responsive Disposition: How Professional Learning and Teachers’ Beliefs About and Self-Efficacy for Culturally Responsive Teaching Relate to Instruction
    (AERA Open, 2023-01-07) Comstock, Meghan; Litke, Erica; Hill, Kirsten Lee; Desimone, Laura M.
    Persistent social inequities in the United States demand attention to culturally responsive (CR) teaching, which requires a specific disposition toward students and teaching. Using survey data of secondary teachers (N = 417) in seven urban districts across the country engaging in equity-oriented professional learning (PL) initiatives, we examine the relationship between teachers’ beliefs about, self-efficacy for, and engagement in PL around CR teaching and their self-reported CR teaching practices. We find correlational evidence that teacher-reported self-efficacy with CR teaching and engagement in PL focused on CR teaching are associated with higher self-reported frequency of CR teaching. We also find that teachers who have beliefs aligned with CR teaching have a stronger relationship between their CR teaching self-efficacy and self-reported CR teaching practices. Finally, we find evidence that changes in CR teaching self-efficacy are associated with changes in self-reported CR teaching—suggesting that CR teaching self-efficacy may drive changes in CR teaching.
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