Although educators believe in the importance of dialogue and dialogic encounters, and often propose to engage their students in "discussion," dialogic communication is rarely used in the classroom. Rather than through relational and substantive conversation, most educational dialogue in public schools is limited to telling, asking one-way questions, and seeking "correct" answers. The author proposes that art educators consider a theory of "dialogism," a theory developed by Mikhail Mikhailovich Bakhtin; and Pablo Helguera's public artwork, "The School of Panamerican Unrest," an artwork grounded on dialogic encounters. Bakhtin's and Helguera's work is important because their theories make significant inroads, through counter-discourses and dialogic praxis, to re-envision dialogue as a communicative action from relational, dynamic, participatory, and probing/critical viewpoints. The author argues that the intersection of Bakhtin's theory of "dialogism" and the "dialogic encounters" of "The School of Panamerican Unrest" can be used as a lens to problematize practices and methods that regulate and restrict dialogue in art classrooms. In turn, ensuing insights can be used to create dialogue within pedagogical spaces that is relational, participatory, and responsible communicative action central to democratic society. (Contains 1 endnote.)