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Dialogic education: reflections from an accounting course

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  • Melina M. Manochin
  • Stuart Cooper

Abstract

Our paper aims to contribute to the growing body of literature that has suggested that tertiary accounting education should not simply transfer technical/functional/vocational accounting knowledge. This literature suggests that a more critical accounting educational content complemented by a more dialogical teaching approach is more appropriate. Our paper provides further reflections on just such a course and the challenges that this raises. Specifically, it comments on learner resistance and engagement, syllabus design, delivery and assessment methods. In addition, this paper introduces the role that theory, secondary research and debates have played in this course. The value of this type of course, in terms of developing and transforming the learners is discussed.

Suggested Citation

  • Melina M. Manochin & Stuart Cooper, 2015. "Dialogic education: reflections from an accounting course," International Journal of Critical Accounting, Inderscience Enterprises Ltd, vol. 7(1), pages 49-72.
    • Handle: RePEc:ids:ijcrac:v:7:y:2015:i:1:p:49-72
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    Cited by:

    1. Aresu, Simone & Monfardini, Patrizio, 2023. "Oppressed by consumerism: The emancipatory role of household accounting," CRITICAL PERSPECTIVES ON ACCOUNTING, Elsevier, vol. 96(C).

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