Abstract

This article investigates the existing nature of relationship between the student, the adults in charge of schools and the curriculum, and argues that the nature of the encounter between these participants in schools often results in a "miscounter" rather than in actual contact and produces a variety of monologues. The article goes on to discuss the possibilities of establishing real contact through a dialogic relationship instead.

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Additional Information

ISSN
1534-5157
Print ISSN
0018-1498
Pages
pp. 40-51
Launched on MUSE
2002-04-01
Open Access
No
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