What this also means is that the dialogical relationships in a
pedagogy for social transformation must not hide from but must
confront the real differences which participants bring to the
dialogue. Speaking of this need to reflexively confront the "hard
questions" within the framework of a dialogical pedagogy, Henry
Giroux, amongst others, has noted the importance of stories as a
basis for establishing a student voice. Within the framework of a
dialogical relationship, however, he reminds us that we must be
constantly mindful that stories are never neutral, being always tied
to particular memories, modes of experience, narratives and
histories. We must move beyond the naive belief that participants
are innocent, and within the framework of a critical dialogue,
interrogate them as part of a political project which reveals the
moral consistencies and inconsistencies which are reflective of
their formative social contexts. In other words: