Contributions towards Strengthening Guyanese Sociological Imaginations: Action Research, and Dialogic and Inclusive Pedagogy at the University of Guyana

To create possibilities for the development of sociological imaginations, a type of critical thinking specific to sociology, an action research study was conducted in the Department of Sociology at the University of Guyana (UG). Initial cycles of action research highlighted that student engagement and expression were limited by the traditional teacher-centered pedagogical approaches used within the study context. Thus, an action research intervention was designed to integrate dialogic and inclusive pedagogies within the teaching of sociology in a final year Caribbean sociology course. Individual reflections were used to activate student voice and include student narratives centrally in teaching and learning processes while student-led discussions were used for power-sharing and the further transformation of student perspectives through dialogic talk. Qualitative analysis of written and verbal student reflections and end of course qualitative research interviews suggested that, in contrast to students’ frustration with current traditional pedagogical approaches, dialogic and inclusive approaches offer possibilities for enhancing and decolonizing education within the situated context of the study. The findings of this study suggest that (a) mutually respectful relationships of trust between teachers and students create room for students’ funds of knowledge to be centrally included in teaching and learning processes; (b) connecting content with experiences leading to a personalization of learning, empowering students to question and articulate sociologically informed original arguments; and (c) classroom dialogue further deepens students’ initial understandings and allows for an openness to learn from a multiplicity of perspectives. This study suggests avenues for exploring the powerful potential of reflection and dialogue in creating possibilities for the development of distinct sociological imaginations and critical thinking. It also outlines how dialogic and inclusive pedagogical approaches can be leveraged towards decolonizing education and positions action research as a viable option for educational improvement.