A Dialogical Approach to Teaching Sensitive Topics
DOI:
https://doi.org/10.7146/dut.v21i40.157310Resumé
This article examines how dialogue circles can facilitate critical engagement with sensitive topics, such as racism and privilege in a predominantly white higher education classroom. Drawing on a situated pedagogical intervention, the study explores how dialogue circles support collective knowledge production, embodied learning, and democratic participation when teaching sensitive and politically contested topics. The analysis highlights both the pedagogical potentials of dialogue circles, such as fostering vulnerability, care, and critical reflection, and the challenges involved in navigating power dynamics and student discomfort. The article contributes to university pedagogy by demonstrating how dialogical teaching can destabilise traditional hierarchies and support engagement with structurally embedded forms of inequality.
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