Erin Dyke

My pedagogy is deeply informed by a desire to foster students’ (and my own) dialogic imagination (cf. Bakhtin), or the ability to uncover and produce insights into the social discourses that shape our sense-making. In my commitment to dialogism, I seek to create learning spaces that foster students’ capacity to cultivate their own internally persuasive discourses about issues and practices of curriculum and teaching. To do so, my curricula are designed to attend to the specific cultural communities and needs/interests of students, center relationship-building, and forefront the caring engagement of difference as a critical source of learning.