Diversity, dialogic pedagogy and intersubjectivity in the classroom: Contributions from the Global South

Tassiani Aparecida dos Santos (), Iago França Lopes and Nicholas Mcguigan
Additional contact information
Tassiani Aparecida dos Santos: Durham University
Iago França Lopes: UFRJ - Universidade Federal do Rio de Janeiro [Brasil] = Federal University of Rio de Janeiro [Brazil] = Université fédérale de Rio de Janeiro [Brésil]
Nicholas Mcguigan: Monash University [Caulfield] - Monash University [Melbourne]

Post-Print from HAL

Abstract: Diversity of voice is contentious in accounting education with marginalised groups remaining on the periphery. This study reflects on significant issues of diversity, dialogic pedagogy and intersubjective exchanges by investigating an unpleasant teaching experience between Miguel, a Black, gay early career accounting educator, and his students in a classroom in Brazil. The study draws on collective biography methodology to analyse Miguel's memories of his teaching experiences. Three main findings emerged. First, the lack of institutional support and the feeling of not being recognised by the institution, peers and students impacted Miguel's confidence, educational strategies, and ability to facilitate the learning process among his students. Second, Miguel's educational changes had almost no impact on students' motivation and willingness to engage in dialogue, where the students responded with silence and absence during the lectures and seminars. Finally, assessment emerged as a key point of resistance where students confronted the educator. Paulo Freire's critical pedagogy, originating from the Global South, informs our analysis of intersubjective exchanges between the educator and students, dialogic pedagogy and emancipation in a diverse classroom. The results highlight the importance of institutional support for diverse faculty members, not only for their academic development but to enhance students' learning and diverse experiences in the classroom. Drawing on Freire's dialogue and intersubjectivity, we further reflect on how the lack of intersubjective exchanges between educator and students, due to diverse backgrounds, constrain dialogic pedagogical approaches, and argue for further consideration of this topic by accounting researchers advocating for more diverse accounting practices.

Keywords: Accounting education; Dialogic pedagogy; Diversity (search for similar items in EconPapers)
Date: 2024-12-01
References: Add references at CitEc
Citations:

Published in Critical Perspectives On Accounting, 2024, 100, ⟨10.1016/j.cpa.2024.102770⟩

There are no downloads for this item, see the EconPapers FAQ for hints about obtaining it.

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:hal:journl:hal-05731813

DOI: 10.1016/j.cpa.2024.102770

Access Statistics for this paper

More papers in Post-Print from HAL
Bibliographic data for series maintained by CCSD ().