Conference and cities presentations

Dialogue can foster deep learning and equitable participation, enabling individuals to co-construct knowledge through reasoning and evidence, challenge perspectives, and develop agency within systems.

In education, Robin Alexander’s concept of dialogic teaching emphasizes structured, purposeful discussions where students actively engage with ideas rather than passively receive information. Learning is not merely an internal cognitive process but a socially mediated one, as Lev Vygotsky suggests, where meaning emerges through interaction with others. Dialogue supports cognitive and social development, ensuring that all students, regardless of background, have a voice in constructing shared ideas about the world.

Equity in education requires creating spaces where students can meaningfully participate. Methods focused on recitation or exposition limit opportunities for learners’ agency, whereas dialogic teaching encourages them to contribute, question, and collaborate. As Gert Biesta warns, education should remain open-ended rather than instrumental, allowing students to cultivate their identities and responsibilities rather than being shaped for predetermined roles. By fostering agency, education can prepare individuals to become autonomous and engaged members of society.

Beyond education, these principles offer valuable insights for city governments seeking to foster authentic participation among young people and underrepresented citizens. Public engagement must move beyond consultation, toward meaningful interactions. Cities like Bologna, São Paulo, and Montevideo have implemented initiatives that encourage participatory governance, reflecting dialogic principles.

For instance, youth councils should serve as platforms for structured, deliberative discussions where diverse perspectives shape policies. Public forums should promote equitable dialogue rather than allowing dominant voices to overshadow others.

Authentic dialogue requires complex conditions and competencies. To facilitate it effectively, educators and facilitators must be trained in creating supportive environments, active listening, deliberative interactions, and inclusive facilitation. To promote agency rather than sustain inequities, those moderating discussions must actively create conditions where marginalized voices contribute meaningfully.

It is therefore crucial to train teachers and facilitators in dialogic practices, in addition to offerin spaces for dialogue. Such training must be practice-based and situated within authentic contexts. Research on such learning emphasizes the need for immersive, hands-on experiences where educators and facilitators can observe practices being modelled, analyse them and have opportunities to enact them.

By embedding meaningful dialogue in education and civic life, societies can cultivate individuals prepared to contribute actively and equitably. Whether in classrooms or experiences designed by cities for citizen participation, fostering agency through dialogue requires intentional design, skilled facilitation, and a commitment to inclusion, ensuring that every individual has a voice in shaping a more just and democratic society.