There is an increasing sense of urgency to reconnect to the basic notion of a humanizing dialogic practice. A practice that prioritizes lived experiences and recognizes students and teacher as active, knowledgeable and insightful participants of the school community. Given the emphasis placed on test scores, assessments and other accountability measures, students and teacher voices are often omitted from the national dialogue on what is working and what needs to change in order to foster caring schools and responsive classrooms. Yet their voices are precisely the ones we need to hear from as any kind of educational reform efforts will directly impact them. Drawing on critical pedagogical theories, this article conceptually explores the power of a humanizing dialogic practice grounded on circle practice. Circle practice is a simple structured process of communication that helps participants re-connect with a joyous appreciation of themselves and others while making meaningful connections to both context and content.
Veloria, Carmen and Boyes-Watson, Carolyn
"Learning in Circles: The Power of a Humanizing Dialogic Practice,"
Journal of Pedagogy, Pluralism, and Practice: Vol. 6
, Article 7.
Available at: https://digitalcommons.lesley.edu/jppp/vol6/iss1/7