Dialogic Pedagogy (DP)

Dialogic Pedagogy: An International Online Journal is a peer-reviewed, open-access scholarly journal dedicated to the theory, research, and practice of dialogic education. Established in 2018, the journal provides an international forum for educators, researchers, students, and practitioners interested in understanding teaching and learning as dialogic processes. The journal promotes interdisciplinary scholarship that explores dialogue as a fundamental aspect of education, human development, and social interaction. The journal publishes original research articles, theoretical essays, classroom studies, methodological discussions, book reviews, interviews, and innovative educational practices. It welcomes contributions from diverse educational settings, including schools, universities, community organizations, and informal learning environments. Topics addressed include dialogic teaching, student agency, collaborative learning, democratic participation, critical pedagogy, educational ethics, and teacher professional development. As an open-access publication, Dialogic Pedagogy makes all content freely available online without subscription fees, supporting the global exchange of knowledge and educational innovation. The journal emphasizes reflective inquiry and encourages contributions that bridge educational theory and practice. Its international readership and contributors represent a wide range of disciplines and cultural contexts, making it a significant resource for advancing dialogue-based approaches to education worldwide.

Dialogic Pedagogy (DP) is :-

• International, Peer-Reviewed, Open Access, Refereed, Education, Pedagogy, Dialogic Education, Teaching and Learning, Educational Philosophy, Curriculum Studies, Teacher Education, Democratic Education, Learning Sciences, Educational Psychology, theoretical essays, classroom studies, methodological discussions, book reviews, interviews, innovative educational practices, dialogic teaching, student agency, collaborative learning, democratic participation, critical pedagogy, educational ethics, teacher professional development , Online , Continuously Journal

• UGC Approved, ISSN Approved: P-ISSN E-ISSN: 2325-3290, Established: 2018,
• Provides Crossref DOI

• Not indexed in Scopus, WoS, DOAJ, PubMed, UGC CARE