Abstract
Democratic dialogues enacted in the context of a public high school are described in this paper. The focus is on a history teacher and an English teacher who facilitated contrasting dialogues of public in-powerment and of self/community empowerment. Dialogues are analyzed in terms of liberal and radical frameworks for praxis, which include a general overview of theory and ideal types for educational practice conceived in terms of social relations, language usage and content. Analyses show that school contextual factors engendered contradictory outcomes with significant, implications for realizing possibilities for praxis.
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