In an increasingly monologic world of war, exploitation and fear of ℓ́ℓthe otherℓ́ℓ, dialogue within and between humans, and with the world around us, is critical to a humane future. This book explores dialogue and learning in theory, practice and praxis across a spectrum of lifelong education contexts. It develops a philosophical basis by examining the lives, works and dialogic traditions of four key thinkers: Socrates, Martin Buber, Mikhail Bakhtin and Paulo Freire. It then examines dialogue and learning in contexts ranging from early childhood development to adult, community and higher education. In doing so, it develops and illustrates the innovative concepts of dialogic space, boundary learning and diacognition. It has a specific focus on learners and learning in contexts of oppression and marginality, and with a view to personal and social emancipation. It is located in an African context, specifically South Africa, although its resonance is both local and global. The book marks an innovative contribution to our understanding of dialogue and learning, framed by the great dialogic traditions of the past, and is a dialogical provocation to the ongoing generation of praxis. ℓ́ℓThis book is valuable for grounding lifelong learning experiences within an African context. It underlines the complexities involved in carrying out ℓ́ℓauthenticℓ́ℓ dialogue at different stages of education in Africa throughout the lifespan, exploring cases of border crossing and boundary maintenance.ℓ́ℓ ℓ́ℓ Peter Mayo, University of Malta and Series Editor of the International Issues in Adult Education Series In an increasingly monologic world of war, exploitation and fear of ĺlthe otherĺl, dialogue within and between humans, and with the world around us, is critical to a humane future. This book explores dialogue and learning in theory, practice and praxis across a spectrum of lifelong education contexts. It develops a philosophical basis by examining the lives, works and dialogic traditions of four key thinkers: Socrates, Martin Buber, Mikhail Bakhtin and Paulo Freire. It then examines dialogue and learning in contexts ranging from early childhood development to adult, community and higher education. In doing so, it develops and illustrates the innovative concepts of dialogic space, boundary learning and diacognition. It has a specific focus on learners and learning in contexts of oppression and marginality, and with a view to personal and social emancipation. It is located in an African context, specifically South Africa, although its resonance is both local and global. The book marks an innovative contribution to our understanding of dialogue and learning, framed by the great dialogic traditions of the past, and is a dialogical provocation to the ongoing generation of praxis. ĺlThis book is valuable for grounding lifelong learning experiences within an African context. It underlines the complexities involved in carrying out ĺlauthenticĺl dialogue at different stages of education in Africa throughout the lifespan, exploring cases of border crossing and boundary maintenance.ĺl ĺl Peter Mayo, University of Malta and Series Editor of the International Issues in Adult Education Series Front Matter....Pages i-xxiv Front Matter....Pages 1-2 Socrates and Dialogue as Vocation....Pages 3-16 Martin Buber and the Life of Dialogue....Pages 17-27 Mikhail Bakhtin and Ideological Becoming....Pages 29-41 Paulo Freire and Emancipatory Education....Pages 43-54 Front Matter....Pages 55-56 Adult Education Projects and Dialogic Space....Pages 57-71 Bakhtin and the Poetics of Pedagogy....Pages 73-90 Early Childhood Development and Relational Pedagogy....Pages 91-103 Bakhtin and Freire....Pages 105-121 Unbinding the Other in the Context of HIV And AIDS and Education....Pages 123-140 Front Matter....Pages 141-141 Diacognition....Pages 143-166 Back Matter....Pages 167-177
