Dialogical Self Theory lets incarcerated students engage critical pedagogy without invoking hegemonic power relations

Evidence

Freire (1993) understood critical pedagogy as rooted in dialogue between the self and society. Dialogical Self Theory, however, recognizes that there is a society within the self (Hermans & Hermans-Konopka, 2010). This society of the self, composed of various I-positions presents a new opportunity for critical pedagogy, one that might have unique application in the context of jails and prisons, as it enables meaningful dialogue without necessarily requiring students to emphasize their status in related fields of hegemonic power. — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 429

Categorization

• DEFINE: Introduces Dialogical Self Theory’s core concept: a ‘society within the self’ of I-positions.
• XREF: connects to: Dialogical spaces let prisoners develop identity positions through ideological struggle — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 393; Reading and writing in prison classrooms subverts inmates’ prescribed subjugated identity — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 427; Critical pedagogy influences social justice more outside prisons than inside them — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 421 (+5 more)

Broader Connections

• Dialogical spaces let incarcerated students reconstruct identity positions and worldviews #expands (0.92) — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 393
• Dialogue-based pedagogy faces near-impossible conditions inside jail and prison settings #qualifies (0.85) — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 392
• Even dialogical programming lets educators inject themes the people never raised #complicates (0.80) — Paulo Freire, Pedagogy of the Oppressed, 350
• Professors can espouse liberatory theory while practicing domination in class #complicates (0.72)