Sponges do not make their own water: student engagement through dialogue and the development of reflective consciousness

We uncover some of the practical issues and problems experienced when implementing a dialogic approach to teaching which is designed to encourage the active engagement of first-year students making a transition into higher education (HE) and to develop their capacity for reflective practice. Our approach draws on dialogic practice to promote critical thinking and active engagement of students. Dialogue is also addressed within Freirian principles and enshrined within the wider democratic framework which calls for student voices to be listened to and taken seriously. Consequently, we give attention to the power dynamics which set the parameters for active engagement and consider to what extent students are treated as participants in the production of their own knowledge.