A critical comparison between democratic, neo-Vygotskian and dialogic pedagogies

Based on a thorough consideration of pedagogical and sociological literature, combined with authors’ reflection on their own research with children, this article pursues two objectives. The first objective is a discussion of the circular relationships between facilitation of children’s agency and dialogue in educational contexts: facilitation is a dialogical form of communication, and a methodology to secure the sustainability of dialogue in educational interactions.
Descending from the first, the second objective is to propose a critical comparison between facilitation of children’s agency, democratic pedagogies and neo-Vygotskyian methodologies, considering the intersection between facilitation of children’s agency, democratic pedagogies and neo-Vygotskyian methodologies and the social structures underpinned by generational order. Although shared ethical and methodological underpinnings are identified, it is argued that facilitation of children's agency is more compatible with dialogic pedagogies, because it positions children as authors of valid knowledge, for instance in form of narratives that share experiences, and emotions. The recognition of children’s epistemic authority in educational interactions is an essential condition for the construction of sustainable dialogic pedagogy. In conclusion, the article proposes facilitation as a form of educational communication that can fulfil the ambition to transform educational interactions in contexts where sustainable dialogical pedagogy can flourish.