Using cogenerative dialogue to address heightened emotions with difficult students

In “It’s the magic circle”! cogenerative dialogue is used to create a safe environment to address emotional conflicts in a project-based learning (PBL) science internship. Hsu is drawing on polyvagal theory (PVT) and event-oriented enquiry to show how educators can use cogens as a pedagogical tool to successfully address emotional conflicts between scientists and high school students in a PBL science internship through respectful communication emphasising equality. Cogenerative dialogues (cogens) have been used as a methodological and pedagogical tool for a number of years. Cogens can transform teaching and learning environments, produce positive emotional energy, increase participation of stakeholders and give voice to participants. The event “the Lucy incident” that is central to Hsu’s study occurred when a cogen was conducted that did not adhere to the rules of cogen and the dominant voice of the scientist became central. “The Lucy incident” was a significant event that transformed the interactions amongst all participants afterwards. After reading Hsu’s paper, we were intrigued by some similarities between her study and our research. In a previous study by Jennifer Oakley (Understanding emotional climate: interaction rituals and cogenerative dialogue in a beginning science teacher’s classroom, Queensland University of Technology, 2016) of cogen in a beginning science teacher’s classroom, a similar exertion of power by a classroom teacher resulted in a failed cogen. Thus, in this forum paper, we aim to address those similarities and discuss the differences through the lenses of PVT and interaction ritual theory.