Written by Jeremy Chang. This article explores the intersection of dialogic education and Taiwan’s vibrant yet fragile democracy. By framing Taiwan as a “contested dialogic space,” the author demonstrates how democratic life—through movements like the Sunflower protest and civic tech initiatives like g0v—functions as a form of public pedagogy. The author argues that dialogue is not merely a classroom technique, but an essential, labor-intensive democratic practice required to sustain a pluralistic society.
