Titlebook: Global Perspectives on Dialogue in the Classroom; Cultivating Inclusiv Ashmi Desai,Hoa N. Nguyen Book 2021 The Editor(s) (if applicable) an

GOAD

反復(fù)無(wú)常

nascent

變白

installment

Writing Black Queers into Existence: A South African Model for Dialogue Among Oppressed Groupsstence.’ In establishing a platform for dialogue, we believed that by solving for the participants’ disempowering experiences, we would host a compelling, effective, and fruitful dialogue that would generate grammars for Black queers to articulate their experiences.

準(zhǔn)則

Dialogic Learning in the Time of a Global Pandemic and Beyondlogic educators’ insights on shifting course midstream, recalibrating previously planned courses, and conceiving entirely new offerings. The final essay weaves themes across the three essays and identifies underlying factors that inform pivoting to newer forms of learning and delivery of dialogic education.

過(guò)分自信

Honoring Culture, Holding Complexity: Synthesis and Emerging Possibilities in Dialogueare enduring and critical prospective reflections, including rethinking a global context, calling for coalitions, and honoring silence and the unspoken in dialogue. Finally, we highlight the notion of living dialogically and the possibilities and challenges of dialogue for catalyzing social change.

使乳化

VOC

Intuitive Knowing as Spiritual Experience in the social sciences and neurosciences, to transform dialogues across differences. We conclude with an articulation of multi-layered spaces and practices for social healing–centered engagement in classroom dialogues.

潛伏期

Intergroup Dialogue for Social Healing: Creating Spaces of Collective Hope and Transformation in the social sciences and neurosciences, to transform dialogues across differences. We conclude with an articulation of multi-layered spaces and practices for social healing–centered engagement in classroom dialogues.