摘要：In this article, I make the argument that dialogue as a research method has evolved to the point that it is now the significant means by which I describe and explain the nature of my educational influence in my own learning, in the learning of others and in the learning of social formations and create accounts of my own living-educational-theories. I explore how visual data provides evidence of dialogue as research through alternative ways of knowing and representing and also articulate some of the obstacles and constraints in dialogue as a research method. As a result of my dialogic way of being, I share data of my ‘loving educational conversations’ with practitioner-researchers around the globe that provide evidence of my work in raising their voices through the creation of their living-educational-theories in cultures of inquiry. I continue on a lifelong path of trying to improve, asking the Living Educational Theory (Whitehead, 1989) question, “How can I improve my practice and live my values more fully?” while encouraging and supporting others to do the same.
