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It examines the South African context where ethnicity, class, gender, age, and religion shape classroom interactions, focusing on the “us” versus “them” dichotomy. Through a lecture case study followed by reflection, the work proposes a nuanced, context-specific process facilitation model to move beyond default social codes and support transformative educational agendas.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/it-is-not-what-is-said-but-who-says-it-implications-for-classroom-dialogic-education/592658/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/it-is-not-what-is-said-but-who-says-it-implications-for-classroom-dialogic-education/592658.png","ImageObject",300,407,{"name":92,"@type":93},"Mimi","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-24","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the paper claim about dialogue in education?","Question",{"text":112,"@type":113},"Dialogue is presented as a transformative teaching and learning approach. It enables lecturers to stimulate students to think and argue for themselves rather than rely on tradition and authority.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why is the “us” versus “them” dichotomy important in the study?",{"text":117,"@type":113},"The analysis of the case study reveals a competing “us” and “them” dichotomy. The paper argues for facilitation that helps participants rise above these default codes and consider issues in broader social contexts.",{"name":119,"@type":110,"acceptedAnswer":120},"What is the paper’s educational focus in the South Africa context?",{"text":121,"@type":113},"The discussion centers on South Africa, where histories of oppression and segregation and various “-isms” can undermine public dialogue. The paper emphasizes challenging underlying ideologies through curriculum content and teaching practices to achieve transformation.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},592658,1792189805,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336477974920,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","It Is Not What Is Said, But Who Says It: Implications for Classroom Dialogic Education  \nBy Motsaathebe Serekoane 􀀍  \nThe principle of dialogue is the innovative teaching and learning practices with a transformative agenda. This paper argues that through dialogue lecturers can stimulate students to think and argue for themselves, rather than defer to tradition and authority. However, the context that is conducive for dialogic education, especially in a country such as South Africa that needs to come to grips with the presence of people who differ by ethnicity, class, gender, age and religion, is not known. The paper aims to share the teaching experience emanating from a lecture hall engaging in difficult topics to talk about, followed by reflection on its implication for transformative educational agenda. Emerging from the analysis of the case study is the competing dichotomy of \"us\" and \"them\". I therefore argue for a nuanced context specific process facilitation model to help participants rise above the default codes of\"us\" versus ‘them’ and look at issues in broad social contexts, irrespective of who is talking.  \nKeywords: dialogic education, transformative learning, \"us\" and \"them\"  \nIntroduction  \nI believe that the acceptance of the teaching role at a university, particularly in anthropology, should be followed by an establishment of scholarly practice. For me this means, most importantly, a process that adopts reflexive practices (including critical self-reflection) and an understanding of the teaching and the learning context, the latter emanating from the view that challenges the one-size-fit-all assertion if we are to optimise best teaching and learning practices. Secondly, it is the acknowledgement of Palmer (2007) and McGregor’s (2004) contention: we teach who we are. This phrase has taught me that my teaching comes from my identity and integrity and has challenged me to guard against residual and reproductive patterns of internalised perceptions and ideologies (from my socialisation script) that inform what I think I know of the self (in \"us\") in relation to the other (in \"them\"). Hence, my goal is to cultivate South African (and global – see Nussbaum, 2010) citizensin-the-making that are culturally responsive and able to critically engage with and reflect upon their pre-conceived norms and taken-for-granted \"truths\" . To this extent, our education will fail our students and deprive the country of the intellectual output (both research and graduates) that can contribute to the  \n􀀍 Lecturer, University of Free State, South Africa.  \n[https://doi.org/10.30958/aje.3-2-5](https://doi.org/10.30958/aje.3-2-5) doi=10.30958/aje.3-2-5  \ngreater good of humanity.  \nThe context of teaching and learning for this paper is South Africa, a country that has an unfortunate history of oppression and segregation (in neighbourhoods, schools and public interactional spaces) . It is a country, although not the only one, characterized by classism, racism, sexism, ethnicism, tribalism and all the other -isms, including our not-so-liberal internalised socialisation script that choreographs a situation that legitimizes particular \"frames of reference\" and \"habits of minds\" (Mezirow, 1997:5-6) . If the inherent ideologies on which all the isms are based, are not challenged through curriculum content and teaching and learning practices, then educational output is unlikely to be transformative.  \nI therefore deem that it is important to advocate for transformative teaching, particularly given the rigid socialization of ideas, knowledge, and perceptions about the other, and the meaning we give the other, which at the very least compromises public dialogue. This position resonates well with both the university’s human project12 and the Department of Education’s quest for universities that will produce students who are responsible citizens, ready to protect the democracy and promote and model social justice (DoE, 1997 now Department of Higher E","cbCaihkA4jm2eG8Q","https://ap.wps.com/l/cbCaihkA4jm2eG8Q","pdf",775976,15,"English","# Introduction\n## Transformative teaching and dialogic education\n## Identity, integrity, and reflexive practices\n## South Africa’s social context and challenges\n## Transformative learning priorities in scholarship\n## Components of transformative teaching (lecturer, students, curriculum)","[{\"question\":\"What does the paper claim about dialogue in education?\",\"answer\":\"Dialogue is presented as a transformative teaching and learning approach. It enables lecturers to stimulate students to think and argue for themselves rather than rely on tradition and authority.\"},{\"question\":\"Why is the “us” versus “them” dichotomy important in the study?\",\"answer\":\"The analysis of the case study reveals a competing “us” and “them” dichotomy. The paper argues for facilitation that helps participants rise above these default codes and consider issues in broader social contexts.\"},{\"question\":\"What is the paper’s educational focus in the South Africa context?\",\"answer\":\"The discussion centers on South Africa, where histories of oppression and segregation and various “-isms” can undermine public dialogue. The paper emphasizes challenging underlying ideologies through curriculum content and teaching practices to achieve transformation.\"}]","It Is Not What Is Said, But Who Says It - Implications for Classroom Dialogic Education | PDF",1792075039,38]