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Contemporary researchers have analysed dialogue primarily in terms of instruction, conversation or inquiry. There is an irreducible tension when the terms ‘dialogue’ and ‘instruction’ are brought together, because the former implies an emergent process of give-and-take, whereas the latter implies a sequence of predetermined moves. It is argued that effective teachers have learned how to perform in this contradictory space to both follow and lead, to be both responsive and directive, to require both independence and receptiveness from learners. Instructional dialogue, therefore, is an artful performance rather than a prescribed technique. Dialogues also may be structured as conversations which function to build consensus, conformity to everyday ritualistic practices, and a sense of community. The dark side of the dialogic ‘we’ and the community formed around ‘our’ and ‘us’ is the inevitable boundary that excludes ‘them’ and ‘theirs’. When dialogues are structured to build consensus and community, critical reflection on the bases of that consensus is required and vigilance to ensure that difference and diversity are not being excluded or assimilated (see Renshaw, 2002). Again it is argued that there is an irreducible tension here because understanding and appreciating diversity can be achieved only through engagement and living together in communities. Teachers who work to create such communities in their classrooms need to balance the need for common practices with the space to be different, resistant or challenging – again an artful performance that is difficult to articulate in terms of specific teaching techniques.

Psychology. --- Learning. --- Instruction. --- Personality. --- Social psychology. --- Teaching. --- Psychology, general. --- Learning & Instruction. --- Personality and Social Psychology. --- Teaching and Teacher Education. --- Questioning. --- Multicultural education. --- Critical pedagogy. --- Learning process --- Comprehension --- Education --- Behavioral sciences --- Mental philosophy --- Mind --- Science, Mental --- Human biology --- Philosophy --- Soul --- Mental health --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Instructional systems --- Pedagogical content knowledge --- Training --- Mass psychology --- Psychology, Social --- Human ecology --- Psychology --- Social groups --- Sociology --- Personal identity --- Personality psychology --- Personality theory --- Personality traits --- Personology --- Traits, Personality --- Individuality --- Persons --- Self --- Temperament --- Critical humanism in education --- Radical pedagogy --- Critical theory --- Popular education --- Transformative learning --- Intercultural education --- Culturally relevant pedagogy --- Interrogation --- Socratic method --- Catechetics --- Teaching --- Culturally sustaining pedagogy --- Learning, Psychology of. --- Difference (Psychology). --- Teachers --- Behavioral Sciences and Psychology. --- Instructional Psychology. --- Personality and Differential Psychology. --- Training of.

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In the wake of the 1997 Asian financial crisis, various reform initiatives, policies and programmes have been carried out in different countries within the Asia-Pacific region. All these reform efforts aim to restructure different aspects of schooling in order to promote learning and to prepare students for future challenges in globalised economies. These measures to a certain extent challenge traditional practices, established arrangements and deep-seated assumptions related to different aspects of learning. The authors in this book discuss educational reforms in different countries in the Asia-Pacific region in light of student learning, clarify their concepts, evaluate implementation and impact on the learning processes, with a hope that we can learn better from each other and develop a better understanding of "contemporary" learning and teaching processes within the region. The central argument running through different chapters in this book highlights the importance of understanding reforms and learning within their historical, political and sociocultural contexts. Reforming learning involves changes in established cultural practices in our schools, classrooms, and other learning sites, and therefore inevitably arouses tensions and negotiations. The discussion in this book puts to the fore the disputable nature of reforming learning and the significance of contextualising the complex relationship between reforms and learning.

Education and state -- Asia. --- Educational change -- Asia. --- Educational change -- Pacific area. --- Educational change --- Education and state --- Education --- Education policy --- Educational policy --- State and education --- Change, Educational --- Education change --- Education reform --- Educational reform --- Reform, Education --- School reform --- Government policy --- Education. --- International education. --- Comparative education. --- International and Comparative Education. --- Social policy --- Endowment of research --- Educational planning --- Educational innovations --- Education, Comparative --- Global education --- Intellectual cooperation --- Internationalism --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- History --- International education .

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Teaching --- onderwijsonderzoek --- Asia