The research questions are simply stated:

• Why dialogue?
• How dialogue?

These can be further elaborated into more specific and operational research questions:

1. How do we understand the underlying processes that enable participation, and identify those processes that act as obstacles to participation in dialogue?
2. How does dialogue emerge/appear in the classroom? How is it developed and sustained?
3. Which dispositions, skills, knowledge and competences constitute DL?
4. What are required for participating in classroom dialogue and public discourse?

• Have explored the concept and framework of Hybrid Education as a context for value and vision driven pattern design in education (e.g. Köppe, et al., forthcoming). The hope is that these designs may enable experimentation and change at the level of practice guided by common values and visions. 
• The uncovered values from a pattern mining session are put into relation with an enhanced concept of citizenship that includes becoming, belonging and the capabilities to do so (Pedersen, Nørgaard, Köppe, 2018).
• Exploration of the concept of DL in relation to different contexts such as deliberative discourse, collaborative rationality, and Moral Foundation Theory to identify obstacles and possibilities for dialogue (Caviglia et al. 2017). 
• Identifying a new role model for the humanities which incorporate both DL and collaborative rationality and presents practices that may function as exemplars for this new role model (Pedersen & Caviglia, forthcoming). 
• Further contexts that foster and even presuppose DL are presented in Pedersen, Caviglia, Gislev, Larsen, forthcoming. 
• The epistemological and ontological expansion of real and possible relations in the field of educational research is discussed. A dialogic pedagogy of creating spaces for dialogue is proposed to encompass these expansions in educational practice and educational theory (Pedersen, submitted).