This study examined how the possibilities of applying the humanistic ideal of dialogue
in a classroom be can assessed in light of the problems posed by the critical discourse
about privilege and power. Idealistic views of dialogue in humanistic education focus
on dialogue as a panacea for all problems leading to consensus and connection. Hereby
they insufficiently take into account the reality of power imbalances and unearned
advantages – privileges. The literature research presented different ways in which
power manifests itself: through the ability to define the agenda, to define what is seen
as normal and acceptable, controlling resources, exclusion, language, and through
what is seen as self-evident. Consequently, dialogue ought to explicitly address
structural power inequalities and privileges. The practical aim of this study was to
construct the framework for a teacher professional development module. Focusing on
the development of the teacher identity the module has two goals: the first is creating
awareness amongst the teacher participants, the second to move beyond inertia and
reflecting upon ways to put the critical perspective into practice. The meetings would
be focused on intervision and reflection, taking cases from the teachers' own
professional experience to make it relevant and the concepts directly applicable.
Ultimately, the framework hopes to set up a module that improves the quality of
confrontations, respecting the humanity of each and every participant.
| Datum prijs | 1 jan. 2017 |
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| Originele taal | American English |
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| Begeleider | H. Laceulle (Supervisor) & G. C. Jacobs (Supervisor) |
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