White, E. Jayne, Introducing dialogic pedagogy: Provocations for the early years, (Routledge)
Translating the growing body of dialogic scholarship into a practical application of teaching and learning with very young children, this book provides readers with significant provocations concerning ethical self-other relations, creativity and agency. Investigating dialogic philosophy through the writings of Mikhail Bakhtin and associates, applications to early childhood education are presented, with an emphasis on notions of justice, democracy, ethics and answerability. This book provides unique insights into the amazing world of the youngest child, offering enriched understandings of the profound impact of adults in their journey of becoming.
"The book attempts to capture much of Bakhtin’s work and present it coherently, accurately and in less than two hundred pages for people who will likely not read much of the original text. The book attempts to do all this while introducing Bakhtinian concepts to early childhood education, thus challenging the field. White leaves her reader with a concise summary of “dialogic pedagogy in the early years” which includes the following points: “Dialogue is learning”; “Teaching is a dialogic imperative”; “Teachers are the curriculum”; “Pedagogy is an appreciative process”; “Pedagogy is interactive, responsive and oriented toward other”; “Children are the author of their own learning”; “Meaning is never fixed”; “Learning is a transgradient process”; “Ideology underpins practice”; “Pedagogy can now speak boldly of Love!” (pp. 169-170). But this book does even more!" Beth Fernholt, Brooklyn College, City University of New York, USA.
"White puts out the call to teachers to invest themselves in the art of teaching through dialogic pedagogy. She presents a thesis which is a reclamation of a space for the teacher and for respectful teaching which has been largely lost in the turning away from ‘directive teaching’ to non-directive modes that focus on learning and the learner" John Roder & Slavika Jovanovac, University of Auckland, NZ