The Landscape of Dialogical Pedagogy: A Critical Review Integrating Freirean, Game-Theoretic, and Self-Identity Models

Abstract

This review integrates several theoretical and practical models of dialogical pedagogy, beginning with Gul and Jahan's (2022) examination of the dialogical pedagogy and Freire's work as a foundational knowledge-base. The review starts with an explanation of the importance of Freire's criticism with regard to the ‘banking’ model of education, an approach that perceives students as a passive containers of knowledge. The review also seeks to expand this criticism by including various approaches to dialogism deriving from structural, psychological and applied dialogical pedagogy. The review is a narrative one in the sense that it covers the various key models of pedagogy with a dialogical focus, including the theoretical and psychological models and practical components with their integrations in education discipline. It highlights the contrast of the monologic transmission and dialogic co-creation, teacher and learner’s identity, the necessity of structure, and the nature of emotional vulnerability in authentic learning environments. The review proposed an integrated dialogical model that centers on educator’s identity; transformed through understanding the nature of dialogue and its structural and psychological various dimensions. All of this concludes at the position that meaningful dialogue is a higher-order game changer that reconfigures the structural and psychological foundations to bring about meaningful transformation.