Pedagogy of dialogue
Dialogue as a relational approach to learning
The pedagogy of dialogue is rooted in the belief that learning is fundamentally relational (Skidmore, 2003). Rather than viewing teaching as the transmission of knowledge from expert to novice, dialogic pedagogy positions learning as a shared, co‑constructed process in which meaning emerges through interaction. At its heart is the idea that students learn not only from content, but from each other, from the teacher, and from the dynamic interplay of perspectives that arise in a well‑facilitated learning environment built on trust (Su and Wood, 2023).
Creating a respectful and inclusive climate
When students are invited to bring their experiences, questions, and interpretations into the classroom, they develop a sense of agency and ownership (Bovill, Jarvis and Mpamhanga, 2025). Dialogue becomes not just a method but a commitment to shared inquiry, mutual respect, and the belief that knowledge is enriched when diverse voices are heard.
In this way, dialogue is central to mattering and belonging. Inclusive language and compassionate tone has been found to support engagement and structured opportunities for discussion help students feel recognised.
Purposeful questioning and structured interaction
Dialogue is not simply “discussion.” It is purposeful, structured, and oriented towards deeper understanding. Effective dialogic teaching uses questioning not to test recall but to probe reasoning, surface assumptions, and invite multiple viewpoints. This approach helps students develop critical thinking, as they learn to articulate their ideas, listen actively, and respond constructively to others (Karousiou, Evagorou and Vrikki, 2026). It also supports inclusivity by creating multiple entry points into the learning process: students who may be hesitant to speak can contribute through pair work, written reflections, or small‑group tasks before moving into whole-class dialogue.
Factors for enhancing a student's sense of mattering
- Students' awareness of their positioning within the ecosystem: e.g. that they are active partners, expected to contribute in certain spaces.
- Clear ways of addressing issues students face: e.g. a request for an extension is clearly signposted and timely.
- Language that speaks to all students: e.g. a compassionate tone is extended across all programme communications.
- Invitation to learn extended to all students: e.g. a lecturer posing a question to all students and inviting reflection.
- Accessible materials: e.g. readable fonts are used across all programme materials.
- Students ‘see’ themselves’ represented in materials and approaches: e.g. case studies or examples reflect students’ cultural background.
- Student subgroups established and supported: e.g. action learning sets established on Moodle for a group task.
- Shared responsibility for learning and success: e.g. students bring an idea to a taught session, which is then used.
Fostering meaningful discussions
This video explores the power of dialogue as a tool for deep learning. This includes strategies to foster meaningful discussions and create inclusive spaces where diverse perspectives can thrive.
Insights from the Inclusive Voices Forum 2024
Discover best practices for fostering open dialogue on sensitive topics such as race, gender, politics, and ethics, shared as part of the Inclusive Voices Forum in 2024.
References
Bovill, C., Jarvis, J., & Mpamhanga, K. (2025). Co-creating learning and teaching: Towards relational pedagogy in higher education. Routledge.
Karousiou, C., Evagorou, M., & Vrikki, M. (2026). Enhancing University Students' Questioning Techniques in Dialogic and Argumentative Practices. Higher Education Quarterly, 80(1), e70102.
Skidmore, D. (2006). Pedagogy and dialogue. Cambridge Journal of Education, 36(4), 503-514
Su, F., & Wood, M. (2023). Relational pedagogy in higher education: what might it look like in practice and how do we develop it?. International Journal for Academic Development, 28(2), 230-233.