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Dialogue as a Site of Transformative Possibility

机译：对话是变革可能性的场所

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摘要

This article examines how affect allows us to view the relational form of dialogue, as built upon the work of Derrida and Levinas, to be a site of transformative possibility for students as they encounter and address issues of social justice and difference in the classroom. The understanding of affect that attends this form of dialogue demands from educators a re-visioning of how their educational arrangements and pedagogies might facilitate the transformative capacities of their students. Accordingly, the relational conception of dialogue cannot be viewed as providing educators with another strategy or method for addressing issues of social justice and difference or for tapping into the transformative capacity of their students. Instead, it would be better viewed as pointing educators towards a different orientation towards education which is not focused upon producing particular outputs or outcomes, but does still indicate the need for a responsible response from the educator.
机译：本文探讨了情感是如何使我们看到以德里达和列维纳斯的工作为基础的对话的关系形式，成为学生遇到并解决社会正义和课堂差异问题时具有变革可能性的场所。对这种对话形式的情感的理解要求教育工作者重新审视他们的教育安排和教学方法如何促进学生的变革能力。因此，对话的关系概念不能被视为为教育者提供了另一种策略或方法，以解决社会正义和差异问题或利用学生的变革能力。取而代之的是，最好将教育者指向教育的另一方向，即不着重于产生特定的产出或结果，而仍然表明需要教育者做出负责任的回应。

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