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This special DPJ issue aims to bring together those who had first-hand experiences with or conduct educational and/or historical research with children and schooling in socialist and post-socialist societies. Socialist and post-socialist childhood and schooling in socialist and post-socialist education systems are usually assumed to be monolithic and authoritarian, far from dialogic. However, by reflecting on our own or others’ experiences, narratives and observations regarding the socialist and post-socialist childhood, we realized that our memories, experiences and observations might offer unique and enriching soil for understanding, exploring, reflecting, and critiquing dialogic pedagogical theories. Through this special issue, we hope to expand the scholarship of this community to the territory of a space and time that were not previously examined (sufficiently) for dialogic pedagogy by creating interests and forums for dialogues.

Ideological Becoming in Socialist and Post-Socialist Childhood and Schooling from a Dialogic Framework