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

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,Kognitive-Ph?nomenologie-Debatte,emic; provide beginning descriptions of inclusion, intersectionality, and authenticity; distinguish dialogue from other practices; and discuss times in which dialogue may not be possible. Finally, we conclude with an overview of each chapter contribution in this book.

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,Konsequenzen für das Innovationsmanagement, and belonging in the class. Second, building dialogic relationships might require simultaneously cracking and subverting power relations surrounding educator and student. Lastly, if one ever learns from a religious community, (dialogic) relationship, which takes commitment in time, precedes dialogue.

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灰心喪氣

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https://doi.org/10.1007/978-3-540-35334-8rtainty and curiosity about their beliefs and others. Through structured dialogue, students experience how beliefs are shaped by one’s social world and how they would have evolved to hold different beliefs had they been born into a different social world.

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Introduction: Beyond Borders, Labels, and Dividesemic; provide beginning descriptions of inclusion, intersectionality, and authenticity; distinguish dialogue from other practices; and discuss times in which dialogue may not be possible. Finally, we conclude with an overview of each chapter contribution in this book.

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Experiential Ecological and Art-Based Practices for Reconnecting with Mother Earth and with Each Oth approach for dialogue. We share useful tools that bridge disconnection through contemplative practices, such as mindful nature contact and reflective dialogue, to make reconnecting with nature and each other accessible and transformative.

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Relationality as a Way of Being: A Pedagogy of Classroom Conversationsces to inform this relational pedagogical perspective that emphasizes a sense of community, unity, and mutual responsibility, while concurrently holding consciousness to larger contextual issues and power dynamics.

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Dialogue and Systems Theory: Teaching Public Conversations in Family Therapyrtainty and curiosity about their beliefs and others. Through structured dialogue, students experience how beliefs are shaped by one’s social world and how they would have evolved to hold different beliefs had they been born into a different social world.