**4.2 Dialogue on issues of introducing an inclusive culture**

Based on the principles, dialogue as a tool can contribute to solving questions regarding the introduction of inclusion (not only) in the educational system.

The dialogue is a communication channel:


*The dialogue helps in inclusive practice in cultivating a positive attitude towards inclusion, implementing a culture of values and attitudes* (variability, uniqueness, incorporation, empowerment, learning to live together) as:


The dialogue helps in the matter of monitoring evaluation: [47]


*The dialogue generally helps in the relationship* between stakeholders such as individuals, families with schools, community groups, non-profit organisations, private investors, civil society organisations, governments, and others.


*The dialogue helps the procedural side – the functionality of the environment's infrastructure:* It works with the issue of securing and coordinating the infrastructure, a compact approach to inclusion and adapting an inclusive environment that supports the full participation and involvement of all individuals. The dialogue allows:


*The dialogue represents an unlimited time subsidy for commitment:* Dialogue, as a process that is never finished and only the field of interest changes in it, defines the only permanently applicable and functional tool for continuous effort and long-term commitments. One of them is inclusion. Thus, the dialogue is a tool for introducing inclusion over an indefinite time horizon.

*The dialogue as a mediator of the type of support – education:* Questions regarding providing adequate support are resolved through dialogue.

• Facilitates education and raising awareness of essential aspects, roles and areas of inclusion, for example, through (exchange of views, discussions, training and information campaigns).


#### **4.3 Dialogue in education: Common educational ideas**

Suppose we present an environment and a society with a functional system in dialogue to future generations. In that case, the educational environment should serve as an experimental environment where the individual should experience and reflect on it. At the same time, we add that participants can be guided to the ability to determine a goal and move towards it already in education during the creation of a joint task [11], while the results of functions implemented with the incorporation of dialogue implicitly lead to sustainable development and the provision of inclusivity.

Framed levels:

We understand the term "framework" as a defined circle, scope of activity, scope and interests. The framework in the educational environment represents the structures establishing guidelines for vocational training, curriculum – content, outline, teaching methods, evaluation criteria, and regulatory procedures, the goal of which is a consistent program within which the participants of the education acquire the set learning goals, the required performances for the next level of education, or performance of the profession.

Education is regulated through parameters – performance parameters (performance standards), content parameters (content standards) and time allocation parameters (framework curricula). Dialogue represents a cross-sectional element of education's content, performance and time aspects. In educational systems where dialogue is not introduced, its application regarding structure change also solves the freeing of space for its introduction and action. It does not represent a sudden, risky change but a gradual transformation. The study [51] provides an example of good practice from the educational environment. Pupils and teachers met at the end of each lesson, analysed and thought about the lesson in dialogue; the children's opinions were considered when evaluating, planning, and improving the next lesson.

The dialogue can be linked to individual components of the frames:

From the aspect of educational content – "what to teach, what to teach for," and the curriculum – "what topics and thematic areas to teach" within the subjects for the given age group. Dialogue enables the active involvement of pupils in the learning process [52]. Group discussion among students enables the exchange of content information and information sharing, collaboration, social and communication skills development, and constructive learning. Discussing the relevance of topics within the curriculum can support students' analytical skills and understanding of the meaning behind the choice of content and topics. The possibility of asking questions focused on the content and goals of education allows the actors of education to express their opinions and understanding of the given topic. Based on the interactive dialogue, students can demonstrate critical thinking. "*Because dialogue is the seal of transformed epistemological and ontological relations, it develops critical thinking…"* ([53], p. 177). At the same time, they can argue their position based on facts and evidence and explain their positions on the content offered. Argumentation implicitly leads to a way of

education called "*reciprocal education*" [54]. Dialogue ensures interaction between education participants and feedback on content proposals, processes, and results.

The dialogue also serves to correct or eliminate misunderstandings and inconsistencies preventing the achievement of the set goals of the curriculum. Difficulty topics can be directly communicated through dialogue [55].

From the aspect of educational procedures – methods of education, i.e. "how to teach", dialogue guarantees interactive teaching. It is an explicit part of methods such as (interviews, debates, group discussion*s, open questions* [56], and brainstorming), which ensure active and interactive communication and support balanced expressions of interested parties. Dialogue can be implicit in demonstrations and explanations when participants communicate their procedures and techniques. The possibility of asking questions within the dialogue opens up the possibility of developing teaching using an inverse formula – where the student carries out independent research to deepen knowledge and create his solutions to the problem. This process can also go beyond the defined framework. Feedback as part of the dialogue method enables evaluation, correction of individual components or adaptation of the approach to needs, which goes beyond the defined framework. For example, active learning processes as an attribute of the dialogic method can be developed through group projects, problem-based learning, and role-playing games, enabling cooperation. Dialogue can be a part of cooperative learning, where it is possible to work together in a team, share opinions and solve problems. These skills can also be acquired through collaborative learning (encourages active involvement in the dialogue process) [43].

From the point of view of evaluation and evaluation criteria: the dialogue helps the comprehensive evaluation of the personal progress and success of the participant in the education in achieving the educational goals. It allows space for explaining the evaluation criteria, i.e. what is expected from the education participant and what to focus on to gain a better evaluation. Furthermore, it creates space for self-evaluation – assessing performance based on established criteria and identifying the causes of weaker performances. "*Dialogue is a way to mature from an unconsciously competent person to a consciously competent one*" [57]. It is important to remember that people's performance is a nominal variable. The dialogue also helps plan individual development [51] or corrective measures for students requiring specific support. It creates a space for personal feedback on the achieved performance, allows the discussion of observations with the facilitator, and explains one's evaluation approach, decisions, solutions, and methods. It further allows us to discuss progress over time and associated challenges.

From the aspect of teacher training: in the dialogue, we envisage open frameworks, which may include guidelines and instruction for teacher training but also provide freer reflections on pedagogical activity and professional development. Dialogue can be used in teaching observation and instructional rounds [58] to obtain feedback and performance recommendations. At the same time, within the cooperation framework, teachers can support each other in their professional growth. Also, reflective dialogues can enrich the teacher's portfolio regarding the learning experiences of colleagues and the achievement of personal and educational goals. Teaching topics, teaching methods, classroom management, and evaluations can be discussed in pedagogical seminars and workshops. The discussion provides space for evaluating the relevance of the chosen approaches, methods, theory and their specific impact on education. At the same time, the dialogue enables working with challenges within the educational environment.

#### *Dialogue as a Principle of Education DOI: http://dx.doi.org/10.5772/intechopen.114034*

From the perspective of regulatory procedures: frameworks can include administrative and legislative procedures for monitoring, managing and evaluating the education system's effectiveness. Here, dialogue mediates interactive communication and cooperation of interested parties – educators, school administration, external actors (regulatory authorities), and others. Dialogue is suitable for evaluation – gathering feedback from educators, educators, and families about the quality of the school environment to identify areas that need support and adjustment following regulations and criteria regarding proposals for improving the school system. Here, it also enables communication regarding regulatory procedures, policies and rights related to education. The dialogue is suitable for reflecting on the results of monitoring and data on the progress of educators, as they are following regulatory standards. For example, the dialogue can be suitable for the issue of setting up measuring instruments. As stated by [59], the evaluation results sometimes reflected the limitations of the tools used rather than measuring the educators' learning. The World Bank In ([59], p. 41) calls for "*scan globally, act locally*". It is necessary to develop evaluation tools sensitive to the local context based on the principle of "*Show and tell*" ([59], p. 27). Dialogue could be a suitable tool in Planning and implementing changes and reflecting on changes as they follow the determined regulatory requirements. At the same time, it enables discussion about initiatives and policies. We agree with evidence-based frameworks ([59], p. 31), namely that they are appropriate in advancing educator policy reforms.

In connection with regulatory procedures, we supplement the influence at the level of meso-environment and macro-environment. Dialogue between educational institutions and external institutions (regulatory bodies) is appropriate in cooperation, support, and guidance regarding compliance with regulatory standards and guidelines. Last but not least, dialogue can help support the professionalisation and quality of teaching, as proven education methods can be communicated through it. At the same time, in transformational education, we express an essential part – the condition of participation in the event. We see transformational education not only as a motivation for students to make informed decisions and actions at the individual, community and global level, as stated by UNESCO [13] but also to participate in decisions based on a dialogical approach.

Competences from the aspect of inclusive culture

• Based on the implementation of the principles of inclusive approach and dialogic approach, and based on the experience of dialogue in an educational environment, an individual can develop inclusive behaviour. It has the potential to acquire the competencies necessary for the backward implementation of an inclusive culture in the working environment. [60, 61] represent:

Competences in the field of communication


• Fair conflict resolution (analysis of prejudices, point of view, motivation) [61], active self-management of one's prejudices [60].

Relationship competencies


### Competence of self-reflection

• Coach for growth (coaching people different from himself) [61]; humility to recognise one's limitations, tendencies, vulnerabilities; failure [60].

The abovementioned principles of dialogue and competence can be acquired in the micro-environment as part of dialogical learning. It includes a cumulative, supportive, reciprocal, collective and purposeful conversation, according to Alexander In [10]. A concrete example of good practice for conducting a dialogue – is an interview represented by the technique of dialogue cards. The method is used within the Harvard community. Havard University developed tools called Inclusive Dialogue Cards [62] for creating and facilitating inclusive conversations. Dialogue card you can use to foster meaningful conversation to support a meaningful conversation: The technique contains particular and basic features of conducting a dialogue, which implicitly educates the participants about the dialogue realised at the level of the meso-environment and the macro-environment, for example: pause for processing – predicts the provision of the necessary time for implementation of the action, thinking of people as experts – acceptance and recognition; creating and leaving space – the space of a common third, asking questions and others.
