A catalyst for conversation
FORUM - ISSN 0963-8253
Volume 67 Number 1 (2025)
A catalyst for conversation
Daryn Egan-Simon pages 44‑52
DOI: 10.3898/forum.2025.67.1.05
Abstract
This article explores the application of dialogic pedagogy in teaching sensitive histories in secondary school settings. Drawing on personal experiences and current research, it highlights how dialogic approaches can enhance students’ understanding of historical events and their relevance to contemporary issues. The paper discusses three effective methods for facilitating dialogic pedagogy in history: silent conversations; structured debates; and Socratic seminars. These approaches can foster critical thinking, empathy and active citizenship by creating an inclusive and respectful classroom environment. The article concludes by considering some of the potential challenges in navigating the complexities of sensitive histories through dialogic approaches.
SORRY - you are not registered as being permitted online access to the full text of this article
You have the following options:
- If you are viewing this via an institution or academic library you can ask that your institution takes out a Subscription to this journal.
- If you already have a Personal Subscription please login below
Forgotten your username / password? Click here to locate
- Purchase an annual Personal Subscription
PRINT + DIGITAL personal subscription (£45 / year)
DIGITAL personal subscription (£35 / year)
A Personal Subscription provides immediate access not only to the single article you are seeking, but also to all past and future articles in this journal up to the expiry of your annual (calendar year) subscription. - Purchase immediate access to this single article (UK£7.00) - Buy article Coming Soon
To cite this article
Daryn Egan-Simon (2025) A catalyst for conversation, FORUM, 67(1), 44-52 . https://doi.org/10.3898/forum.2025.67.1.05