Generative dialogue: A concept analysis

Abstract

The emerging concept of generative dialogue is accompanied by strong claims for its benefit. A literature review identified six dominant models of generative dialogue across the range of disciplines of education, business studies, counselling and psychology. Through the analysis, commonalities and differences between the different models are identified, with an ultimate goal of providing an overarching description of those crucial attributes that make generative dialogue and its implementation beneficial as a management tool in education.

The Use of Reflective Pedagogies in Sustainability Leadership Education—A Case Study

“…Both the Portfolio and Pod create unique spaces for new forms of conversation to emerge, one from a written relationship between student and teacher and the other within peer group dialogue. These approaches aim to create a form of Generative dialogue, "a more comprehensive, purposeful and integrated practice of conversation" that helps to create a "collective new learning space" as well as "new knowledge" and supports processes of transformational learning [49,50].…”

Rethinking professionalization: A generative dialogue on CSR practitioners1

“…In this latter epistemic orientation, generative dialogue can be understood as a process that acknowledges and creates interaction among different research perspectives on a research topic (Palmer et al 2007). The goal of such generative dialogue is to create a meaningful, coherent, and integrated knowledge, while also delineating subfield boundaries and fostering multidisciplinarity (Palmer et al 2007;Petta et al 2019). By opening a generative dialogue in this article, we explore questions around new ways toward professionalization through the case of CSR-who are these practitioners?…”

“…This original format allows presenting, discussing, and articulating the latest research insights on CSR practitioners in response to the pressing need to revisit the process of professionalization. In the tradition of 'generative dialogue' (Gerard and Ellinor 2001;Palmer, Benveniste, and Dunford 2007;Petta et al 2019), we articulate already existing-but still fragmentary-knowledge about CSR practitioners and draw avenues for rethinking professionalization.…”

Differentiating Instruction: Development of a Practice Framework for and with Secondary Mathematics Classroom Teachers

“…The very essence of teaching is focused on conversation or dialogue and, in our increasingly diverse world and its allowance for greater access to stored records of human spoken and written interactions, contemporary schooling should provide a context for rich, fruitful discourse. Despite this imperative, quality and sustained discussion between teachers and school leaders on teaching and learning issues is, in fact, rare (Adams et al, 2019;Petta et al, 2019). Generative dialogue is a tool suitable for guiding collaboratively developed practices, set within the DBIR approach, that can contribute to a teacher's ability to develop and successfully implement differentiation strategies for a diverse mathematics classroom.…”

“…As such, generative dialogue can build and maintain organisational learning while creating expanded and/or emergent opportunities for collaboration, acknowledgement, and celebration (Adams et al, 2019). Petta et al (2019) argue, additionally, that the process of generative dialogue empowers educators and school leaders to be open to partnering with each other, regardless of positional power, and to do so in a spirit of mutual respect and trust. Disregarding positional power is highly relevant in the current study, where a researcher may potentially hold a position of leadership within the study setting (for example, as a Head of Department).…”