ABSTRACT In a complex, interconnected world in which socio‐scientific problems such as climate change, vaccination, and genetic testing are emerging alongside political polarization and fake news, it is crucial to teach younger generations to critically understand science, imagine possible solutions, and adopt positions that consider different identities and worldviews. To accomplish this, the long tradition of dialogic teaching could be a crucial pedagogical approach. However, despite efforts to promote dialogic teaching, transferring these pedagogies to classrooms has proven difficult, especially in underserved schools. In these contexts, pedagogical innovations are even more challenging, often reinforcing traditional teaching or the belief that dialogic pedagogies are only for upper/middle‐class students. Added to this, narratives of dialogic teaching experiences from the Global South are still scarce. This single case study illustrates in‐depth the process of enacting a South American dialogic design––deliberative teaching––in an underserved science class in Chile. With a mixed design focused on a qualitative narrative of the experience, it addresses the relationship between teacher and researcher, who collaborate on a project of deliberative pedagogy in an 11th‐grade science class. Codification of peer interaction data is presented to complement the case narrative. The study illustrates the complexities of implementing dialogic pedagogies in challenging contexts, and how relationships of collaboration, dialogue, trust, and flexibility were needed to address the pedagogical innovation. It emphasizes that, with enough support, peer dialogue, motivation, and engagement can flourish.
Salas et al. (Tue,) studied this question.