Constructive dispute: Using dialogic education to reduce the threat of polarisation

Abstract

This theoretical paper revisits the ‘three types of talk’ analysis widely used in dialogic education and argues that it needs to be adapted if it is to be useful in combating polarisation. In the current tradition of dialogic education, a type of interaction is encouraged that assumes that participants are open to learning from each other and to reconsidering their positions, often referred to as ‘Exploratory Talk’. 'Disputational Talk,' on the other hand, which is characterised by resistance to learning from different perspectives, has been largely dismissed as educationally unproductive. We argue, using evidence from research, that dialogues between students lacking an initial willingness to learn from others can still offer educational benefits. We termed the new type of talk we propose 'Constructive Dispute'. To support our claim, we provide evidence that a carefully designed pedagogical approach can facilitate students' understanding of different perspectives, even when the participating students are not predisposed to question or revise their fundamental beliefs. This educational process promotes both knowledge acquisition and an attitudinal change. Students shift from outright dismissal of opposing views to recognising them as legitimate contributions to a continuing dialogue. We propose that a 'Constructive Dispute' pedagogy is particularly applicable to contentious subjects where strong identity commitments preclude the effectiveness of established dialogic teaching methods. This paper outlines strategies for implementing 'Constructive Dispute' in the classroom and underscores its importance in cultivating critical engagement with a plurality of viewpoints.