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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.
The High School Journal – University of North Carolina Press
Published: Jan 4, 2002
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