Abstract
Dialogue in education means that through dialogue, previous understandings are disrupted and new
meanings are created, which deepens learning in the classroom. Dialogue in education is not a classroom
tool that aims to give children some power, but dialogue itself is a lesson. It is through dialogue in the
classroom that one’s own self emerges and becomes the subject of one’s own learning. In addition, it is
not only the children who are questioned in the dialogue, but also the teachers, who themselves learn and
deepen their own learning. In this paper, six specific examples of dialogue that emerged in the qualitative
interpretation of case studies of home economics classes indicated the following four elements for
dialogue to occur in home economics classes:
(1) Guarantee a place and time for children and students to work.
(2) Wait for children and students to speak.
(3) Value children’s and students’ unexpected comments.
(4) Teachers embody dialogue.
Implementing the above four elements does not guarantee that dialogue will occur in the classroom.
Nevertheless, it is necessary for dialogue to take on the risk of not knowing what will happen or what will
be learned in the classroom. The teacher’s attitude of learning about the subject of life together with the
children, even though they do not know what will happen or what may not happen, will make the home
economics classroom a classroom of learning through dialogue, and the learning there will become a
home economics class that transforms children’s lives.
