Response to the School of the Dialogue of Cultures as a Dialogic Pedagogy

Abstract

Drawing on the inspiring examples of the School of the Dialogue of Cultures, this response suggests that there is great potential to explore pedagogy as a dialogic and relational space for mutual learning. Seen in terms of very young children, this response urges teachers to go beyond the limitations of age, language, and culture, and to consider the provocations of epistemological-ontological “rubs” that have potential to free contemporary educational activity from limiting boundaries and divides.