2024-03-28T09:39:45Z
http://dpj.pitt.edu/ojs/dpj1/oai
oai:ojs.dpj.pitt.edu:article/9
2020-06-05T19:03:51Z
dpj1:ART
"130607 2013 eng "
2325-3290
dc
Rereading Comprehension Pedagogies: Toward a Dialogic Teaching Ethic that Honors Student Sensemaking
Aukerman, Maren
Stanford University
This conceptual essay critiques reading comprehension pedagogies that are part of the current educational landscape. I argue that comprehension pedagogy generally reflects one of three differing orientations, each with its own assumptions about what comprehension is: comprehension-as-outcome pedagogies, which emphasize getting textual meaning “right”; comprehension-as-procedure pedagogies, which emphasize knowing the “right” ways doing reading; and comprehension-as-sensemaking pedagogies, which take all textual interpretation seriously, regardless of “rightness.” Comprehension-as-sensemaking pedagogies, in turn, can be distinguished as either primarily responsive – aimed at surfacing student understandings – or primarily dialogic – aimed at getting student understandings to refract. Arguably, comprehension-as-outcome pedagogy dominates current reading instruction. A focus on measuring and teaching toward “right” interpretations permeates almost all aspects of comprehension pedagogy even when one of the other orientations toward comprehension pedagogy is also at play. While seemingly intuitive, this overarching outcome emphasis reifies textual meaning in ways that are both theoretically and ethically problematic. I make the case that comprehension-as-sensemaking pedagogy should become primary instead. I propose that comprehension-as-outcome and comprehension-as-procedure pedagogies should not be abandoned, but should be subordinated to dialogic comprehension-as-sensemaking pedagogy so that students’ textual sensemaking is more fully heard, respected, and examined in reading classrooms.
University Library System, University of Pittsburgh
2013-01-16 16:57:37
Peer-reviewed Article
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/9
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 1 (2013)
eng
Copyright (c) 2014 Maren Aukerman
oai:ojs.dpj.pitt.edu:article/14
2020-06-05T19:04:54Z
dpj1:EDTL
"130112 2013 eng "
2325-3290
dc
DPJ Editorial: Launching the new journal
Matusov, Eugene
University of Delaware
Newark, DE
Marjanovic-Shane, Ana
Chestnut Hill College
Philadelphia, PA
Ben-David Kolikant, Yifat
Hebrew University, Jerusalem
We welcome and invite new readers, authors, reviewers and editors to the new journal. A short history of the journal foundation is given along with the reasons for launching this publication. A long, but not finished, list is provided of important and interesting themes and areas of interest for dialogic educational practice, research and theory.
University Library System, University of Pittsburgh
2013-01-16 16:57:37
Editorial
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/14
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 1 (2013)
eng
Copyright (c) 2014 Eugene Matusov, Ana Marjanovic-Shane, Yifat Ben-David Kolikant
oai:ojs.dpj.pitt.edu:article/15
2020-06-05T19:04:12Z
dpj1:REW
"130210 2013 eng "
2325-3290
dc
Wegerif's 21st century advance on dialogic space
White, E. Jayne
University of Waikato, NZ https://education.waikato.ac.nz/about/faculty-staff/?user=whiteej
Book review for Dialogic Pedagogy Journal: Wegerif, R. (2013). Dialogic: Education for the Internet age, London Routledge
University Library System, University of Pittsburgh
2013-01-16 16:57:37
Reviews
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/15
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 1 (2013)
eng
Copyright (c) 2014 E. Jayne White
oai:ojs.dpj.pitt.edu:article/16
2020-06-05T19:04:32Z
dpj1:REW
"130128 2013 eng "
2325-3290
dc
Bakhtinian pedagogy is needed in our postmodern world
Gradovski, Mikhail
University College of Telemark
Book review for Dialogic Pedagogy Journal: E. Jayne White & Michael A. Peters (Eds) (2011) Bakhtinian Pedagogy: Opportunities and Challenges for Research, Policy and Practice in Education across the Globe
University Library System, University of Pittsburgh
2013-01-16 16:57:37
Reviews
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/16
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 1 (2013)
eng
Copyright (c) 2014 Mikhail Gradovski
oai:ojs.dpj.pitt.edu:article/20
2020-06-05T19:02:44Z
dpj1:ART
"131001 2013 eng "
2325-3290
dc
An Integrated Theory of Thinking and Speaking that Draws on Vygotsky and Bakhtin/Vološinov
Roth, Wolff-Michael
University of Victoria http://education2.uvic.ca/faculty/mroth/
Vygotsky’s social-psychological theory of human development and Bakhtin/Vološinov’s theory of language and the dialogical nature of thought have received increasing interest in the educational research literature but tend to remain unrelated even where co-citation occurs. In this article, I first present a model that integrates the fundamentally common features in the two approaches and present a table with the correspondences of the theoretical terms across four European languages; the model thereby integrates the psychological and sociological dimensions at the heart of the two approaches. I then articulate and elaborate on six main issues that are relevant to and have implications for research: (a) sensual life as integrative unit, (b) self-movement and development, (c) the nested relations between activity and living utterance, (d) signification, (e) vernacular as the origin and locus of development, and (f) unit analysis.
University Library System, University of Pittsburgh
2013-01-16 16:57:37
Peer-reviewed Article
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/20
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 1 (2013)
eng
Copyright (c) 2014 Wolff-Michael Roth
oai:ojs.dpj.pitt.edu:article/34
2020-06-05T18:57:36Z
dpj1:ART
"150205 2015 eng "
2325-3290
dc
Meeting youth in movement and on neutral ground
Nissen, Morten
Department of Education, Aarhus University
Hoiskolen i Ostfold, Fredrikstad, Norway
The article articulates an educational motto – expressed in the title – found in a ‘prototypical narrative’ of social youth work carried out by activists in Copenhagen in the 1990s. This way of modeling pedagogical practice is first outlined as different from the standardizing approach dominant in science. As a prototypical narrative, the story alternates between descriptions and contextualizations of events, theoretical debate, and analytical suggestions. The key idea that is unfolded is the ‘critical trans-pedagogy’ of a creation and tinkering of collectives and their participants in struggles for recognition, and for the democratic social engineering of a responsive welfare state. It is suggested that a singular historical situation spurred this development, both in the practical youth work, and in the theoretical traditions with which I could articulate it. This included the post-industrial crisis of labor, the post-cold-war shaking of state forms, New Public Management, and the simultaneous expansion and attack on the welfare state. It also included how the Foucauldian rethinking of power and the performative turn in the social sciences informed the broadly Vygotskian traditions. On these backgrounds, the youth work practices could be approached as generalizing, performative reenactments of social problems. The approach is finally spelled out in and around the story of one participant, before the concluding remarks return to the issue of how a prototypical narrative deals with theory.
University Library System, University of Pittsburgh
2015-01-08 11:59:27
Peer-reviewed Article
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/34
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 3 (2015)
eng
Copyright (c) 2015
oai:ojs.dpj.pitt.edu:article/40
2020-06-05T19:00:52Z
dpj1:ART
"140701 2014 eng "
2325-3290
dc
Developing a model of pedagogical content knowledge for secondary and post-secondary mathematics instruction
Hauk, Shandy
WestEd and University of Northern Colorado
Toney, Allison
University of North Carolina, Wilmington
Jackson, Billy
University of West Georgia
Nair, Reshmi
University of Northern Colorado
Tsay, Jenq-Jong
University of Texas - Pan American
The accepted framing of mathematics pedagogical content knowledge (PCK) as part of mathematical knowledge for teaching has centered on the question: What mathematical reasoning, insight, understanding, and skills are required for a person to teach elementary mathematics? Many have worked to address this question in K-8 teaching. Yet, there remains a call for examples and theory in the context of teachers with greater mathematical preparation and older students with varied and complex experiences in learning mathematics. In this theory development report we offer background and examples for an extended model of PCK – as the interplay among conceptually-rich mathematical understandings, experience in and of teaching, and multiple culturally-mediated classroom interactions.
University Library System, University of Pittsburgh
2014-02-10 10:50:24
Peer-reviewed Article
application/pdf
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/40
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 2 (2014)
eng
Copyright (c) 2014 Dialogic Pedagogy: An International Online Journal
oai:ojs.dpj.pitt.edu:article/45
2020-06-05T19:03:29Z
dpj1:REW
"130820 2013 eng "
2325-3290
dc
Dialogue-based teaching: The art museum as a learning space
Clarkin-Phillips, Jeanette
University of Waikato, Hamilton,
Book review: Olga Dysthe, Nana Bernhardt & Line Esbjørn (2013). Dialogue-based teaching. The art museum as a learning space. Copenhagen, Denmark: Skoletjenesten.
University Library System, University of Pittsburgh
2013-01-16 16:57:37
Reviews
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/45
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 1 (2013)
eng
Copyright (c) 2014 Jeanette Clarkin-Phillips
oai:ojs.dpj.pitt.edu:article/53
2020-06-05T18:55:50Z
dpj1:ART
"150716 2015 eng "
2325-3290
dc
Dialogic action in climate change discussions: An international study of high school students in China, New Zealand, Norway and the United States
Arya, Diana J.
The University of Colorado, Boulder http://vivo.colorado.edu/individual?uri=http%3A%2F%2Fvivo.colorado.edu%2Ffisid_151902
Parker, Jessica K.
Sonoma State University http://teachingtechsavvykids.com
Global efforts to prepare young developing minds for solving current and future challenges of climate change have advocated interdisciplinary, issues-based instructional approaches in order to transform traditional models of science education as delivering conceptual facts (UNESCO, 2014). This study is an exploration of the online interactions in an international social network of high school students residing in Norway, China, New Zealand and the United States (N=141). Students participated in classroom-based and asynchronous online discussions about adapted versions of seminal scientific studies with facilitative support from seven scientists across various fields. Grounded in a language-in-use frame for investigating facilitation and demonstrations of problem-based and evidence-based reasoning (Kelly & Chen, 1999), we traced the varied questions, assertions, and evidentiary sources within student-led online discussions. We found that questions from scientific experts in the form of unconstrained, open-ended invitations for exploration were followed by students’ acknowledgement and consideration of complex and, at times, conflicting sociopolitical and economic positions about climate change issues. These findings suggest that broadening science classroom discussions to include socially relevant, unsolved issues like climate change could open potential entry points for a dialogic approach that fosters a scientific community in the classroom.
University Library System, University of Pittsburgh
2015-01-08 11:59:27
Peer-reviewed Article
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/53
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 3 (2015)
eng
Copyright (c) 2015
oai:ojs.dpj.pitt.edu:article/58
2020-06-05T19:03:07Z
dpj1:REW
"130823 2013 eng "
2325-3290
dc
Dialogic approaches to the study of subjectivity
Otrel-Cass, Kathrin
Aalborg University
Book Review Sullivan, P. (2012). Qualitative Data Analysis: Using a dialogic approach. Los Angeles: SAGE Publications Ltd. ISBN 978-1-84920-609-9
University Library System, University of Pittsburgh
2013-01-16 16:57:37
Reviews
application/pdf
image/jpeg
http://dpj.pitt.edu/ojs/dpj1/article/view/58
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 1 (2013)
eng
Copyright (c) 2014 Kathrin Otrel-Cass
oai:ojs.dpj.pitt.edu:article/65
2020-06-05T19:01:14Z
dpj1:ART
"140523 2014 eng "
2325-3290
dc
Forced Choices: Role Play and the Problem of Disappearing Syntax
Kellogg, David
Hankuk University of Foreign Studies
We begin with the observation that some Korean elementary school children in English class, confined to a single situation and even a single language exponent in a role play, appear to produce far more coherent dialogue than the previous week when they were allowed completely free choices in language. We note that at the same time as their dialogue becomes longer, their sentences become shorter (tall and thinner on the printed page), and we suggest that the grammatical complexity is consciously unpacked as discourse complexity. When we turn to a large corpus of longitudinal and cross sectional data, we see, however, that “thinner” dialogue with short utterances is not always more creative, at least not grammatically. We see that the children are deliberately and consciously choosing more elliptical and less creative expressions when they speak. We generalize from this data to show that the problem is no mere artifact of the data sample. We theorize from this generalization to show that the development of the child’s free will in syntax is related to a long chain of such constraints, leading from instincts to habits to intelligent choices oriented toward the immediate environment to acts of free will which are genuinely voluntary and which admit no sovereign but the child’s developing self. Indeed, we shall argue that the exercise of this sovereignty is precisely how the child develops a self in the first place.
University Library System, University of Pittsburgh
2014-02-10 10:50:24
Peer-reviewed Article
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/65
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 2 (2014)
eng
Copyright (c) 2014 David Kellogg
oai:ojs.dpj.pitt.edu:article/69
2020-06-05T18:55:29Z
dpj1:ART
"150716 2015 eng "
2325-3290
dc
Literature Discussions as Mangles of Practice: Sociological Theories of Emergence and/in Dialogic Learning Events
Kamberelis, George
Colorado State University
McGinley, William
University of Colorado-Boulder
Welker, Alyson
Colorado State University
In this report, we argue that some of the most productive and edifying kinds of literature discussions among certain ages/grade levels may be best understood as “mangles of practice” (Pickering, 1995). Mangles of practice involve the coalescence of planned and contingent forces, and they produce emergent or self-organizing transformations of ongoing social activities, as well as unpredictable outcomes or products. Indeed, the discussions we studied had these characteristics. They often involved both planned and contingent actions and reactions by individual, social, cultural, and material agents and agencies. As such, they were emergent phenomena about which we could seldom predict what precise collections, collisions, and collusions of actions and reactions would occur within them or what the effects of these collections, collisions, and collusions would be. In spite of (or more likely because of) their unpredictability, these discussions were extremely dynamic knowledge-producing activities. Given this social fact, we think our findings contribute significantly to understanding the lineaments and potentials of dialogic pedagogy, which deepens students’ learning and development. More specifically, when teachers successfully prompt and engage students in more robustly dialogic talk that promotes text-to-life connections, life-to text connections, linkages to non-school knowledge (like that of popular culture), etc., then students often reap a wide variety of benefits with respect to their abilities to engage in genuine inquiry, to reason and argue for particular interpretations, to evaluate complex human actions and decisions, and to develop principled social, cultural, and moral equipment for living their own lives.
University Library System, University of Pittsburgh
2015-01-08 11:59:27
Peer-reviewed Article
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/69
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 3 (2015)
eng
Copyright (c) 2015
oai:ojs.dpj.pitt.edu:article/71
2020-06-05T18:57:57Z
dpj1:ART
"150108 2015 eng "
2325-3290
dc
Dialogic Multicultural Education Theory and Praxis: Dialogue and the Problems of Multicultural Education in a Pluralistic Society
Elkader, Nermine Abd
University of Delaware
The purpose of this theoretical article is to highlight the role that dialogic pedagogy can play in critical multicultural education for pre-service teachers. The article starts by discussing the problematic that critical multicultural education poses in a democratic society that claims freedom of speech and freedom of expression as a basic tenet of democracy. Through investigating research findings in the field of critical multicultural education in higher education, the author argues that many of the educational approaches-including the ones that claim dialogue to be their main instructional tool- could be described as undemocratic, and thus have done more harm than good for the multicultural objectives. On the other hand, the author argues that dialogic pedagogy could be a better approach for critical multicultural education as it promises many opportunities for learning that do not violate the students’ rights of freedom of expression and freedom of association. Throughout this paper, the author tries to clarify the difference between dialogic pedagogy and other conceptualizations of dialogue in critical multicultural education arguing for the better suitability of dialogic pedagogy for providing a safer learning environment that encompasses differing and at times conflicting voices.
University Library System, University of Pittsburgh
2015-01-08 11:59:27
Peer-reviewed Article
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/71
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 3 (2015)
eng
Copyright (c) 2015
oai:ojs.dpj.pitt.edu:article/73
2020-06-05T19:00:29Z
dpj1:ART
"140715 2014 eng "
2325-3290
dc
Hip-Hop Hamlet: Hybrid Interpretive Discourse in a Suburban High School English Class
Anglin, Joanna L.
Rockdale Career Academy
Smagorinsky, Peter
The University of Georgia
This study investigates the collaborative composing processes of a group of five high school seniors who constructed interpretations of each of the five acts of Shakespeare’s Hamlet through the medium of spoken word performances. The group composing processes were analyzed to identify how the students drew on conventions from the spoken word tradition to phrase and perform their interpretations. Findings indicate that across the five spoken word performances, the retelling of the Hamlet narrative involved a set of decisions that were both constrained and afforded by the rap medium. The students’ discussion of how to rewrite the story in the condensed poetic form of a rap required them to clarify events from Shakespeare’s version and both summarize them and interpret them both in their discussion and in their own text. Their interpretive work involved the incorporation of a variety of rap and other pop culture conventions such that their deliberation regarding word choice and accompanying performative elements necessitated careful consideration of the meaning that they found in Shakespeare’s version of the story, itself an adaptation from extant cultural narratives. The study concludes with a consideration of their spoken word interpretations as comprising a hybrid discourse that enabled exploratory interpretive talk that contributed to their understanding of the drama through the collaborative composition of their own representational text.
University Library System, University of Pittsburgh
2014-02-10 10:50:24
Peer-reviewed Article
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/73
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 2 (2014)
eng
Copyright (c) 2014 Peter Smagorinsky
oai:ojs.dpj.pitt.edu:article/78
2020-06-05T19:02:20Z
dpj1:EDTL
"140219 2014 eng "
2325-3290
dc
Dialogue on ‘Dialogic Education’: Has Rupert gone over to ‘the Dark Side’?
Matusov, Eugene
School of Education
University of Delaware, Newark, DE, United States
Wegerif, Rupert
University of Exeter http://www.dialogiceducation.net/?page_id=78
This email dialogue that we record and report here between Eugene Matusov and Rupert Wegerif, exemplifies Internet mediated dialogic education. When Eugene emailed Rupert with his initial (mis)understanding of Rupert's position about dialogic pedagogy Rupert felt really motivated to reply. Rupert was not simply motivated to refute Eugene and assert his correctness, although Rupert is sure such elements enter into every dialogue, but also to explore and to try to resolve the issues ignited by the talk in New Zealand. Through this extended dialogue Rupert's and Eugene's positions become more nuanced and focussed. Rupert brings out his concern with the long-term and collective nature of some dialogues claiming that the – "dialogue of humanity that education serves is bigger than the interests of particular students and particular teachers.…" – and so he argues that it is often reasonable to induct students into the dialogue so far so that they can participate fully. On the other hand, Eugene's view of dialogue seems more focussed on personal responsibility, particular individual desires, interests and positions, individual agency and answering the final ethical "damned questions" without an alibi-in-being. Rupert claims that dialogic education is education FOR dialogue and Eugene claims that dialogic education is education AS dialogue. Both believe in education THROUGH dialogue but education through dialogue is not in itself dialogic education. For Rupert dialogic education can include ‘scaffolding’ for full participation in dialogue as long as dialogue is the aim. For Eugene dialogic education has to be a genuine dialogue and this means that a curriculum goal cannot be specified in advance because learning in a dialogue is always emergent and unpredictable. Our dialogue-disagreement is a relational and discursive experiment to develop a new genre of academic critical dialogue. The dialogue itself called to us and motivated us and flowed through us. This dialogue is much bigger than us. It participates in a dialogue that humanity has been having about education for thousands of years. We hope that it also engages you and calls you to respond.
University Library System, University of Pittsburgh
2014-02-10 10:50:24
Editorial
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/78
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 2 (2014)
eng
Copyright (c) 2014 Eugene Matusov, Rupert Wegerif
oai:ojs.dpj.pitt.edu:article/83
2020-06-05T19:01:37Z
dpj1:REW
"140401 2014 eng "
2325-3290
dc
Epistemological Approaches to Dialogic Teaching in a Conventional Setting - Critical Review
Abd Elkader, Nermine
University of Delaware
Book review for Dialogic Pedagogy Journal: This is a review of the book 'Inspiring dialogue: Talking to learn in the English classroom' by Juzwik et al. (2013), New York, NY: Teachers College Press, 162 pages, $ 32 (paper). The review looks critically at the theoretical framework of the book and compares it to the ontological tradition of Baktinian dialogue. The review aims to find the strengths of the book and meanwhile exposes its weaknesses in light of the interpretation of the Bakhtin's circle and modern Bakhtinian scholars of dialogic pedagogy.
University Library System, University of Pittsburgh
2014-02-10 10:50:24
Reviews
application/pdf
image/jpeg
http://dpj.pitt.edu/ojs/dpj1/article/view/83
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 2 (2014)
eng
Copyright (c) 2014 Nermine Abd Elkader
oai:ojs.dpj.pitt.edu:article/84
2020-06-05T19:02:00Z
dpj1:SBET
"140306 2014 eng "
2325-3290
dc
Education/obrazovanie as an experience of an encounter
Lobok, Alexander
Department of General Psychology, Ural State Pedagogical University, Yekaterinburg, Russia
Experience is something which cannot be received like knowledge from someone else. Experience is what you live through yourself. Therefore experience is something that belongs only to the person him/herself. It is his/her absolutely individual and irreplaceable testament to reality. Every person without exception has HIS/HER absolutely unique experience of the encounter with culture (= experience of education/obrazovanie). The multiple trajectories of this inner experience are the most profound and significant result of the educational process. And the increase in the diversity of such trajectories of inner experience can be seen as a key indicator of what we call the quality of education/obrazovanie.
Video 1 https://vimeo.com/88029209
Video 2 https://vimeo.com/88032506
University Library System, University of Pittsburgh
2014-02-10 10:50:24
Scholarship beyond essayistic text
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/84
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 2 (2014)
eng
Copyright (c) 2014 Alexander Lobok
oai:ojs.dpj.pitt.edu:article/101
2020-06-05T18:56:54Z
dpj1:ART
"150309 2015 eng "
2325-3290
dc
Avoiding Dialogues of Non-discovery through Promoting Dialogues of Discovery
Richards, Kendall
Edinburgh Napier
Pilcher, Nick
Edinburgh Napier
International students and direct entrants—those entering a higher year of a degree—often come from socio-economic or cultural backgrounds different from traditional students, and have different educational backgrounds. It is assumed such students need help with unfamiliar assessment tasks such as essays, reports, and so on, and many sources aim to help with these elements. Further assumptions are that dialogue helps, and that the words used in such dialogue will be understood similarly. Yet, if the assumed meanings of the words actually differ, then such dialogue is based on a false assumption; rather than genuine dialogue, what actually occurs is an exchange of monologic utterances. This article is a structured narrative of our ongoing research into how key assessment task words such as ‘discuss,’ ‘analyse,’ and ‘critically evaluate’ are understood differently in higher education. We describe how such differences are perpetuated through Martin Buber’s (1947) ideas of monologic utterances, and what we call ‘dialogues of non-discovery’. Here we detail a research-based approach to promote genuine and technical dialogue: what we call ‘dialogues of discovery.’ We first introduce a dialogue that led to the genesis of the study and theoretical context of our dialogues with the literature. We then detail our methods of data collection in a section of ‘dialogues of exploration’. We present our findings in the form of categorizations of the different elements underpinning people’s understandings of ‘the word.’ Our own categorizations of these elements encourage dialogue around the elements of language, culture, stakeholder, subject, weight, and development over time. This is an approach we term an ‘anti-glossary approach’ in that it is opposite to, and against, ‘fixing’ or ‘ossifying’ the language in a glossary. In the Bakhtinian tradition of ‘incompletedness,’ we conclude by encouraging readers to take and adapt our findings as an ‘anti-glossary’ approach to engage in genuine and technical dialogue with their students. In this way, we believe the quality and depth of student work can improve.
University Library System, University of Pittsburgh
2015-01-08 11:59:27
Peer-reviewed Article
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/101
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 3 (2015)
eng
Copyright (c) 2015
oai:ojs.dpj.pitt.edu:article/107
2020-06-05T18:56:11Z
dpj1:ART
"150602 2015 eng "
2325-3290
dc
Chronotopes in education: Conventional and dialogic
Matusov, Eugene
University of Delaware, USA
Bakhtin defines chronotope in his literary dialogic theory as the unity of time and space where events occur. Here, in this conceptual paper, I expand and apply this notion to education, discuss, and illustrate the three major espoused educational chronotopes that I abstracted in my analysis of educational practices around Dialogic Pedagogy. Frist is the Assignment Chronotope based on a type of monologic pedagogy, the most common in conventional, but also in some innovative, schools, focusing on making students arrive at preset curricular endpoints. Second is the Dialogic Provocation Chronotope based on narrowly defined dialogic pedagogy and involving promotion of the students’ responsive critical authorship. Third is the Journey Chronotope focusing on promoting the students’ self-assignments and self-initiated educational journeys that can propel self-generated critical authorship in a targeted practice (or a network of practices). Educational examples, concerns, and consequences of these chronotopes are considered.
University Library System, University of Pittsburgh
2015-01-08 11:59:27
Peer-reviewed Article
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/107
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 3 (2015)
eng
Copyright (c) 2015
oai:ojs.dpj.pitt.edu:article/110
2020-06-05T18:54:27Z
dpj1:ART
"151201 2015 eng "
2325-3290
dc
Legitimacy of non-negotiable imposition in diverse approaches to education
Matusov, Eugene
University of Delaware
Modern conventional education is full of impositions on its students. Schools often impose on students where they must be, what they must do and learn, how they must behave and communicate in the places and the ways that the teacher and school define. However, the legitimacy of this imposition – how much of this imposition is necessary, useful, justified, and desirable for education itself – has not been specifically discussed and analyzed yet. The legitimacy of this imposition is especially important to do for innovative education, evaluating and reconsidering its goals and practices of education. Analysis of imposition in education can help to address important questions of why oppression, alienation, if not pedagogical violence, are so prevalent in organized education and whether this is can be avoided or not. The goal of this paper is to consider different approaches to non-negotiable imposition in education, its legitimacy, and justifications and analyze their pros and cons. I consider Totalizing conventional, Capitalist, Progressive, Democratic, Anarchist, and Communitarian educational approaches to non-negotiable imposition and its legitimacy from an educational perspective.
University Library System, University of Pittsburgh
2015-01-08 11:59:27
Peer-reviewed Article
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/110
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 3 (2015)
eng
Copyright (c) 2015
oai:ojs.dpj.pitt.edu:article/113
2020-06-05T18:54:06Z
dpj1:ART
"160112 2016 eng "
2325-3290
dc
I thought you’d never become one of us
Bisley, Charles
Kelburn Normal School
In this paper, I describe a collaborative process in which a class of grade 6&7 students made and performed two plays, and also transformed their learning. In this process, a reconfiguring of the spaces of learning, the students and I adapted a variety of literacy and drama practices; a key change in practice was the shift away from an instrumental mode of dialogue in which the teacher occupies the superior position of knower and evaluator, towards a Bakhtinian mode in which dialogue, as heteroglossic, moves between all the participants, and becomes the main purpose of learning. In a dynamic combination of linguistic, theatrical, and relational meaning making, the students moved clear of the outcomes-based learning that had hitherto stultified their interactions and language. As a result, they developed a new creative agency, both singly and as a collective, and an authoritative discourse. They left this discourse open for me to join, and also continue afterwards, as I have done here, by presenting and interpreting their voices, and including new ones.[1][1] EDITORIAL NOTE: Charles Bisley’s article is an unusual and brave attempt to transcend the current norms of scholarly and academic genres and create a polyphonic article in which he describes a year long educational event through the voices of all of its participants – among which he counts not only his students and himself, and their audience of parents and the school authorities, but also includes educational, literary and philosophical authors who inspired him and whose thoughts guided him in his actions and reflections during and after his project in creating dramatic spaces and times with his students. His writing has elements of reflective auto-ethnography, Woolfian lyrical stream of consciousness, dialogic double-voicedness and a storytelling narrative that is intended to transport the reader into an experience of the dramatic enfolding of the events and their protagonists, actors and directors: his students and himself. Although, his work doesn’t follow what is currently assumed to be the scientific criteria regarding form, length or standard components, we find it interesting and valuable as a polyphonic approach and qualitative study.
University Library System, University of Pittsburgh
2016-01-12 11:24:21
Peer-reviewed Article
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/113
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 4 (2016)
eng
Copyright (c) 2016
oai:ojs.dpj.pitt.edu:article/121
2020-06-05T19:00:07Z
dpj1:SI%3ADDP
"141008 2014 eng "
2325-3290
dc
Dialogue on Dialogic Pedagogy
Matusov, Eugene
School of Education
University of Delaware, Newark, DE, United States
Miyazaki, Kiyotaka
Waseda University
In September 2011 in Rome at the International Society for Cultural and Activity Research conference, Eugene Matusov (USA), Kiyotaka Miyazaki (Japan), Jayne White (New Zealand), and Olga Dysthe (Norway) organized a symposium on Dialogic Pedagogy. Formally during the symposium and informally after the symposium several heated discussions started among the participants about the nature of dialogic pedagogy. The uniting theme of these discussions was a strong commitment by all four participants to apply the dialogic framework developed by Soviet-Russian philosopher and literary theoretician Bakhtin to education. In this special issue, Eugene Matusov (USA) and Kiyotaka Miyazaki (Japan) have developed only three of the heated issues discussed at the symposium in a form of dialogic exchanges (dialogue-disagreements). We invited our Dialogic Pedagogy colleagues Jayne White (New Zealand) and Olga Dysthe (Norway) to write commentaries on the dialogues. Fortunately, Jayne White kindly accepted the request and wrote her commentary. Unfortunately, Olga Dysthe could not participate due to her prior commitments to other projects. We also invited Ana Marjanovic-Shane (USA), Beth Ferholt (USA), Rupert Wegerif (UK), and Paul Sullivan (UK) to comment on Eugene-Kiyotaka dialogue-disagreement.
The first two heated issues were initiated by Eugene Matusov by providing a typology of different conceptual approaches to Dialogic Pedagogy that he had noticed in education. Specifically, the debate with Kiyotaka Miyazaki (and the other two participants) was around three types of Dialogic Pedagogy defined by Eugene Matusov: instrumental, epistemological, and ontological types of Dialogic Pedagogy. Specifically, Eugene Matusov subscribes to ontological dialogic pedagogy arguing that dialogic pedagogy should be built around students’ important existing or emergent life interests, concerns, questions, and needs. He challenged both instrumental dialogic pedagogy that is mostly interested in using dialogic interactional format of instruction to make students effectively arrive at preset curricular endpoints and epistemological dialogic pedagogy that is most interested in production of new knowledge for students. Kiyotaka Miyazaki (and other participants) found this typology not to be useful and challenged the values behind it. Kiyotaka Miyazaki introduced the third heated topic of treating students as “heroes” of the teacher’s polyphonic pedagogy similar to Dostoevsky’s polyphonic novel based on Bakhtin’s analysis. Eugene Matusov took issue with treating students as “heroes” of teacher’s polyphonic pedagogy arguing that in Dialogic Pedagogy students author their own education and their own becoming.
Originally, we wanted to present our Dialogue on Dialogic Pedagogy in the following format. An initiator of a heated topic develops his argument, the opponent provides a counter-argument, and then the initiator has an opportunity to reply with his “final word” (of course, we know that there is no “final word” in a dialogue). However, after Eugene Matusov developed two of his heated topics, Kiyotaka Miyazaki wanted to reply to both of them in one unified response, rather than two separate replies. Jayne White, Ana Marjanovic-Shane, Beth Ferholt, and Paul Sullivan wrote commentaries about the entire exchange and these commentaries should be treated as part of our Dialogue on Dialogic Pedagogy. We hope that readers, interested in Dialogic Pedagogy, will join our heated Dialogue-Disagreement and will introduce more heated topics.
University Library System, University of Pittsburgh
2014-02-10 10:50:24
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/121
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 2 (2014)
eng
Copyright (c) 2014 Eugene Matusov, Kiyotaka Miyazaki
oai:ojs.dpj.pitt.edu:article/122
2020-06-05T18:59:45Z
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"141008 2014 eng "
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A paradigmatic disagreement in "Dialogue on Dialogic Pedagogy" by Eugene Matusov and Kiyotaka Miyazaki
Marjanovic-Shane, Ana
Chestnut Hill College
Philadelphia, PA
I read with a great pleasure the heated dialogue on Dialogic Pedagogy between Eugene Matusov and Kiyotaka Miyazaki. It provided me with one of those rare occasions where I could both witness, and also join, the workings of two minds as they struggled with and against each other to construct, de-construct, and reconstruct their visions of dialogic pedagogical approaches to education. As I was reading, I had a lot of questions and remarks. I try to summarize them here – while many are still left on the margins of the original manuscript.
University Library System, University of Pittsburgh
2014-02-10 10:50:24
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/122
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 2 (2014)
eng
Copyright (c) 2014 Ana Marjanovic-Shane
oai:ojs.dpj.pitt.edu:article/123
2020-06-05T18:59:24Z
dpj1:SI%3ADDP
"141008 2014 eng "
2325-3290
dc
Dialogue on Dialogue on Dialogic Pedagogy
Sullivan, Paul
University of Bradford
It appears that in September, 2011, Rome experienced much more than a dialogue on dialogic pedagogy but a gladiatorial clash of personalities and ideas. Heat, we are told, was generated (above, p.1) and in the dissipation of this heat on to the page, even the reader gets hot and flushed. We are told that arguments “fail” (above, p.16); that terms “are not clearly defined” (p.21), breakthroughs in classification (e.g. epistemological dialogical pedagogy) are tackled and dragged down to personal eccentricities “his so-called epistemological dialogical pedagogy” (p.22), politeness tries to get a grip periodically, “I agree. But maybe I agree with Kiyo only to a point” but shouting (e.g. capital letters/underlining terms – e.g. “NOT the exclusive practice” (p.26)) and assertions take over. Accusation fly - sometimes to the point of legal charges “I charge the Epistemological Pedagogical Dialogue II with...” (p.29).
University Library System, University of Pittsburgh
2014-02-10 10:50:24
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/123
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 2 (2014)
eng
Copyright (c) 2014
oai:ojs.dpj.pitt.edu:article/124
2020-06-05T18:59:03Z
dpj1:SI%3ADDP
"141008 2014 eng "
2325-3290
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Commentary on Eugene and Kiyo’s dialogue on dialogic pedagogy
Wegerif, Rupert
University of Exeter http://socialsciences.exeter.ac.uk/education/staff/index.php?web_id=rupert_wegerif
This fascinating dialogue raised many questions. In this commentary I will focus on just three questions that particularly stimulated me to further reflection: ‘why classification?’; ‘what is ontology?’ and ‘where does agency come from?’
University Library System, University of Pittsburgh
2014-02-10 10:50:24
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/124
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 2 (2014)
eng
Copyright (c) 2014 Rupert Wegerif
oai:ojs.dpj.pitt.edu:article/125
2020-06-05T18:58:41Z
dpj1:SI%3ADDP
"141008 2014 eng "
2325-3290
dc
A Response to Eugene and Kiyo’s Dialogue-Disagreement on Dialogic Pedagogy
Ferholt, Beth
Brooklyn COllege, City University of New York
Thank you for asking me to respond to the text that you have created, Eugene and Kiyo. I will write about the “freedom from,” which Eugene raises and which Kiyo addresses at the end of the text. Kiyo points out that when the teacher’s primary active engagement with the learner is to respect the learner’s freedom from, then ‘engaging with others actively to facilitate their learning and the development of their agency’ (pedagogy itself) is hindering the development of self-generated authorship (or making people responsive).
University Library System, University of Pittsburgh
2014-02-10 10:50:24
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/125
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 2 (2014)
eng
Copyright (c) 2014 Beth Ferholt
oai:ojs.dpj.pitt.edu:article/126
2020-06-05T18:58:19Z
dpj1:SI%3ADDP
"141008 2014 eng "
2325-3290
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Concluding Commentary: Response to Eugene and Kiyo
White, E. Jayne
University of Waikato, NZ https://education.waikato.ac.nz/about/faculty-staff/?user=whiteej
At the risk of speaking on his behalf I could almost swear I heard Bakhtin laughing gleefully over my shoulder as I read this fascinating dialogue between Eugene and Kiyo. His reason for this might be partly inspired by the glaring misunderstandings both men reveal through their associated interplay with key pedagogical concepts. While polemic in nature, it occurs to me, somewhat ironically, that each man makes the same careful, empirically located, argument from different cultural and philosophical standpoints. At the centre of their debate is the concept of pedagogy and its capacity to promote ‘authentic’ learning. Despite this shared agenda their interpretations of key terms are often at variance and, as a result, they passionately bang their heads against each other in vehement misunderstanding that makes for what Bakhtin (2004) would describe as “lively and expressive” debate (p. 24) on this topic.
University Library System, University of Pittsburgh
2014-02-10 10:50:24
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/126
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 2 (2014)
eng
Copyright (c) 2014
oai:ojs.dpj.pitt.edu:article/132
2020-06-05T18:55:07Z
dpj1:ART
"151015 2015 eng "
2325-3290
dc
Dialogical Grammar: Varieties of Dialogue in Wittgenstein’s Methodology
Lemberger, Dorit
Bar-Ilan university
The dialogical character of Wittgenstein’s Philosophical Investigations has received scant attention in the literature, given the work’s status in his total oeuvre, and is dismissed as a marginal as compared to the other differences between the Tractatus and the Investigations. The main lines of interpretation that have been proposed see dialogue as a rhetorical technique intended to present erroneous positions and then refute them, as an exemplification of what can be expressed in language (McGinn 1997; Rhees 1998), or as a reflection of Wittgenstein’s informal teaching method (Malcolm 2001; Savickey et al. 1990). The present article adopts the perspective that Wittgenstein’s use of dialogue makes it possible to track the various modes of language-acts, consonant with his directions to examine the daily use of language (Wittgenstein 2009, §116 and esp. §132), “when language is, as it were, idling.” In his later inquiries, Wittgenstein frequently considers the nature of mental states, accompanied by an attempt to characterize the differences between them while at the same time dealing with the cases in which it is difficult to distinguish them. In this process he made a variety of uses of dialogue, each of which embodies a different aspect of language action. Subsequently I will demonstrate that these different uses are not haphazard. A scrutiny of the nature of the dialogue can help us understand the nature of the activity carried out of the state of consciousness. Finally, I propose a distinction among three main types of dialogue: technical, conversational, and reflexive.
University Library System, University of Pittsburgh
2015-01-08 11:59:27
Peer-reviewed Article
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/132
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 3 (2015)
eng
Copyright (c) 2015 Dorit Lemberger
oai:ojs.dpj.pitt.edu:article/141
2020-06-05T18:57:15Z
dpj1:EDTL
"150205 2015 eng "
2325-3290
dc
Values in dialogic pedagogy
Matusov, Eugene
School of Education
University of Delaware, Newark, DE, United States
Lemke, Jay
University of California at San Diego http://www.jaylemke.com/
In November 2014 on the Dialogic Pedagogy Journal Facebook page, there was an interesting discussion of the issue of values in dialogic pedagogy[1]. The main issue can be characterized as the following. Should dialogic pedagogy teach values? Should it avoid teaching values? Is there some kind of a third approach? The participants of the Facebook discussions were focusing on teaching values in dialogic pedagogy and not about teaching aboutvalues. On the one hand, it seems to be impossible to avoid teaching values. However, on the other hand, shaping students in some preset molding is apparently non-dialogic and uncritical (Matusov, 2009). In the former case, successful teaching is defined by how well and deeply the students accept and commit to the taught values. In the latter case, successful dialogic teaching may be defined by students’ critical examination of their own values against alternative values in a critical dialogue. Below, Eugene Matusov and Jay Lemke, active participants of this Facebook dialogue, provide their reflection on this important issue and encourage readers to join their reflective dialogue.
[1] See in a public Facebook domain: https://www.facebook.com/DialogicPedagogyJournal/posts/894734337204533, https://www.facebook.com/DialogicPedagogyJournal/posts/896916850319615
University Library System, University of Pittsburgh
2015-01-08 11:59:27
Editorial
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/141
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 3 (2015)
eng
Copyright (c) 2015 Eugene Matusov, Jay Lemke
oai:ojs.dpj.pitt.edu:article/147
2020-06-05T18:56:32Z
dpj1:REW
"150529 2015 eng "
2325-3290
dc
Reflecting on the place of dialogue and the nature of adult motivations within early childhood research
Tallant, Laura
University of East Anglia http://orcid.org/0000-0001-8863-3205
Abstract
Book review: Albon, D. & Rosen, R. (2014) Negotiating Adult - Child Relationships in Early Childhood Research, London: Routledge.
This book review focuses on a number of themes highlighted within the book. Firstly, it discusses the authors’ suggestion that Bakhtin can assist researchers in addressing entrenched, authoritative assumptions in an attempt to gain fresh perspectives. It moves on to consider the authors’ view on how researchers might valuably reframe common research activities, in order that research with young children reflects the dialogic nature of research relationships.
University Library System, University of Pittsburgh
2015-01-08 11:59:27
Reviews
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/147
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 3 (2015)
eng
Copyright (c) 2015 Laura Tallant
oai:ojs.dpj.pitt.edu:article/148
2020-06-05T18:51:31Z
dpj1:ART
"160504 2016 eng "
2325-3290
dc
Emerging Dialogic Structures in Education Reform: An analysis of Urban Teachers’ Online Compositions
Stewart, Trevor Thomas
Virginia Tech http://www.soe.vt.edu/englished/index.html
Boggs, George L.
Florida State University
This paper contextualizes contemporary urban teachers’ online dissent in public discussions of education reform in relation to past educational crisis narratives to interpret recent shifts in the structure of education reform dialogue in the United States. It does so by examining the form and content of compositions in which teachers respond to education reform. The analysis is intended to describe the digitally mediated roles teachers are asserting in a complex public debate over the future of education in the United States. The structure and content of education reform discourse has often cast teachers in static roles, which inhibits their active participation in discussions of educational policy. Using Mikhail Bakhtin’s position that language choices serve to stifle and/or reinvigorate dialogue, we examine contributions to online discussions and debate composed ostensibly by urban teachers in response to dominant discourses. The data were analyzed with respect to discursive choices and grouped subsequently as themed arguments and rhetorical moves. We argue that teachers’ strategic responses to education reform challenge stifling truisms that seek to suspend discussion of all other factors besides teacher quality. Teachers’ critical digital compositions thus re-create critical, multi-voiced conversations in place of monologues about school improvement. The online, public compositions point to the dynamic structure of reform discourse that has the potential to benefit those currently faulted for a variety of social problems. Nurturing and even exploiting the dynamic potential of educational reform discourse can create opportunities for teachers, policymakers, and educational researchers to mutually inform one another’s shared interest in educational improvement.
University Library System, University of Pittsburgh
2016-01-12 11:24:21
Peer-reviewed Article
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/148
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 4 (2016)
eng
Copyright (c) 2016 Trevor Thomas Stewart, George L Boggs
oai:ojs.dpj.pitt.edu:article/151
2020-06-05T18:53:45Z
dpj1:ART
"160209 2016 eng "
2325-3290
dc
"Spoilsport" in Drama in Education vs. Dialogic Pedagogy
Marjanovic-Shane, Ana
Chestnut Hill College http://orcid.org/0000-0002-5913-6880
In this paper I compare and contrast two educational paradigms that both attempt to overcome alienation often experienced by students in the conventional education. These two educational paradigms are embodied in different educational practices: First, Drama in Education in its widest definition, is based on the Vygotskian views that human cognitive, semantic (meaning-making), and social-emotional development happens in or through play and/or imagination, thus within the imagined worlds. Second, Critical Ontological Dialogic Pedagogy, is based in the Bakhtin inspired approach to critical dialogue among the “consciousnesses of equal rights” (Bakhtin, 1999), where education is assumed to be a practice of examination of the world, the others and the self. I reveal implicit and explicit conceptual similarities and differences between these two educational paradigms regarding their understanding the nature of learning; social values that they promote; the group dynamics, social relationships and the position of learners’ subjectivity. I aim to uncover the role and legitimacy of the learners’ disagreement with the positions of others, their dissensus with the educational events and settings, and the relationships of power within the social organization of educational communities in these two diverse educational approaches. I explore the legitimacy of dissensus in these two educational approaches regarding both the participants’ critical examination of the curriculum, and in regard to promoting the participants’ agency and its transformations. In spite of important similarities between the educational practices arranged by these two paradigms, the analysis of their differences points to the paradigmatically opposing views on human development, learning and education. Although both Drama in Education and Dialogic Pedagogy claim to deeply, fully and ontologically engage the learners in the process of education, they do it for different purposes and with diametrically opposite ways of treating the students and their relationship to the world, each other and their own developing selves.
University Library System, University of Pittsburgh
2016-01-12 11:24:21
Peer-reviewed Article
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/151
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 4 (2016)
eng
Copyright (c) 2016 Ana Marjanovic-Shane
oai:ojs.dpj.pitt.edu:article/159
2020-06-05T18:52:15Z
dpj1:ART
"160413 2016 eng "
2325-3290
dc
Reflections on a dialogic pedagogy inspired by the writings of Bakhtin: an account of the experience of two professors working together in the classroom
Lima, Anselmo
Federal Technological University of Paraná (UTFPR), Brazil
von Duyke, Katherine
University of Delaware – UDel, Newark, Delaware, USA
The practice of a dialogic pedagogy inspired by the writings of Bakhtin is increasingly popular in different parts of the world. This article is an account produced in the spirit of such pedagogy. Two professors (one from Brazil, the other from the United States), both members of an international dialogic pedagogy study group, write together to discuss the work they developed in partnership under this educational paradigm when teaching a course on “Diversity in secondary education” in the School of Education of the College of Education and Human Development of the University of Delaware, USA. After presenting brief introductory information on who they are, how they met and how they happened to work together, the two scholars present classroom interaction data followed by reflections on to what extent certain forms of classroom interaction they identified in the data promote or inhibit the practice of a truly Bakhtinian Dialogic Pedagogy. In other words, what the readers will find in this article is not a traditional empirical study, but a telling case of two educators learning from one another about what counts as dialogic in the classroom, while at the same time using the aforementioned course as an anchor for multiple discussions.
University Library System, University of Pittsburgh
2016-01-12 11:24:21
Peer-reviewed Article
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/159
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 4 (2016)
eng
Copyright (c) 2016 Anselmo Lima, Katherine von Duyke
oai:ojs.dpj.pitt.edu:article/160
2020-06-05T18:52:59Z
dpj1:ART
"160322 2016 eng "
2325-3290
dc
Classroom community and discourse: How argumentation emerges during a Socratic circle
Brown, Alexis Carmela
University of Victoria
Literacy and language development is a central aspect of educational theory and practice. One area of literacy and rowlanguage research that has had a lot of attention is dialogic teaching (Bakhtin, 1984; Freire, 1970; Murphey, Wilkinson, Soter, Hennessey, & Alexander, 2009; Reznitskaya & Gregory, 2013). However, there is limited research on how high school students use their classroom discourse to construct meaning, especially in argumentation. The purpose of this data analysis is to investigate the emergence of argumentation literacy in a Socratic circle. Socratic circles, a literacy practice consisting of two concentric circles of students focused around a piece of text, are used to provide students with the opportunity to co-construct meaning through classroom dialogue (Copeland, 2005). The emergence and construction of argumentation is analyzed by applying discourse analysis to a video of a high school classroom,. Findings from this analysis reveal that through the use of exploratory talk, three discourse patterns emerge that are in line with argumentation practices: (1) generalizations, (2) communicative struggles, and (3) co-construction of ideas. Results of the analysis are discussed to inform theory and instruction on dialogic teaching and the use of Socratic circles to develop argumentation-related forms of literacy.
University Library System, University of Pittsburgh
2016-01-12 11:24:21
Peer-reviewed Article
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/160
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 4 (2016)
eng
Copyright (c) 2016 Alexis Carmela Brown
oai:ojs.dpj.pitt.edu:article/162
2020-06-05T18:54:47Z
dpj1:REW
"151027 2015 eng "
2325-3290
dc
Bakhtin for Preschool Teachers
Ferholt, Beth
Brooklyn COllege, City University of New York
Book Review: White, E. J. (2015). Introducing dialogic pedagogy: Provocations for the early years: Routledge.
I am impressed by the depth of White’s understanding of Bakhtin’s work and by her innovated uses of Bakhtinian concepts such as answerability, becoming, aesthetics, authorship and polyphony. White’s book represents a very important effort to bring these concepts to early childhood education practitioners. In this review I discuss White’s ways of making these Bakhtinian concepts accessible to ECE teachers and I provide the necessary context for appreciating the significance of White’s contribution.
University Library System, University of Pittsburgh
2015-01-08 11:59:27
Reviews
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/162
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 3 (2015)
eng
Copyright (c) 2015 Beth Ferholt
oai:ojs.dpj.pitt.edu:article/163
2020-06-05T18:51:52Z
dpj1:ART
"160418 2016 eng "
2325-3290
dc
An individual subjectivist critique of the use of corpus linguistics to inform pedagogical materials
Richards, Kendall
Edinburgh Napier
Pilcher, Nick
Edinburgh Napier
Corpus linguistics, or the gathering together of language into a body for analysis and development of materials, is claimed to be an assured, established method (or field) that valuably informs pedagogical materials and knowledge of language (e.g. Ädel 2010; Gardner & Nesi, 2013). The fundamental validity of corpus linguistics is rarely, if ever, critiqued. In this empirical paper we critically consider the foundations of corpus linguistics as being based on an abstract objectivist view of language. We critique this foundation through the lens of an individual subjectivist view of language. Our introduction outlines abstract objectivist and individual subjectivist views of language described by Voloshinov (1973). We then present what is claimed regarding corpus linguistics, and consider contemporary critiques of these claims . We then critique the foundations of corpus linguistics from an individual subjectivist view of language. We illustrate this critique by drawing on data from interviews and focus groups with content material lecturers and students in the subject areas of ‘Business’; ‘Nursing’; ‘Design’ and ‘Computing’. These data question the fundamental assumption about how corpus linguistics operates: that what is counted is indeed countable. The data show how ostensibly similar words are understood in very different ways with very different underpinning psychological elements. We argue that corpus linguistics thus informs pedagogical materials with a merely passive understanding of the language. This view can only gain access to the inert crust of previous language, because it removes language from its individual subjective context. This context is fundamental to giving language the conscious and psychological elements that underpin its use. We argue the language should be taught through dialogue in this subject context and not removed from it.
University Library System, University of Pittsburgh
2016-01-12 11:24:21
Peer-reviewed Article
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/163
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 4 (2016)
eng
Copyright (c) 2016 Kendall Richards, Nick Pilcher
oai:ojs.dpj.pitt.edu:article/165
2020-06-05T18:50:27Z
dpj1:ART
"170105 2017 eng "
2325-3290
dc
The Use-Value of Real-World Projects: Children and Local Experts Connecting Through School Work
Rheingold, Alison
Christa McAuliffe Charter School
Seaman, Jayson
University of New Hampshire
In this paper we discuss how the products of student work during long-term, interdisciplinary curricular units at King Middle School, a grades 6-8 public school in Portland, Maine, through their aesthetic qualities, transformed people’s understanding of what children were capable of. We argue that, to effectively understand student work of this type, ‘cognitive’ and ‘practical’ criteria for evaluation – i.e., as a supposed indicator of what students need to know and be able to do – fail to convey the actual, substantive value of the work, rendering it relatively static and meaningless like much conventional schoolwork. Instead, we argue that aesthetic criteria can help to adequately understand and assess community-based, project work. Moreover, focusing only on student learning throughout the production process occludes the importance of collaboration, communication, and dialogue with an audience: in this case, community experts whose goals and interests must be accommodated as students do their work. The aim of the article is twofold: 1) to present a coherent picture of student project work that adequately captures its complexity both in the process of its production, and in its use-value upon completion; and 2) to argue for the importance of aesthetic criteria in planning and assessing student projects.
University Library System, University of Pittsburgh
2017-01-03 05:07:27
Peer-reviewed Article
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/165
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 5 (2017)
eng
Copyright (c) 2017 Alison Rheingold, Jayson Seaman
oai:ojs.dpj.pitt.edu:article/170
2020-06-05T18:53:19Z
dpj1:EDTL
"160219 2016 eng "
2325-3290
dc
Radical Proposal for Educational Pluralism and The State’s Educational Neutrality Policy
Matusov, Eugene
University of Delaware
Marjanovic-Shane, Ana
Chestnut Hill College
Philadelphia, PA http://orcid.org/0000-0002-5913-6880
Currently, in institutionalized education, the balance between global and local forces is skewed in favor of the global through the State (and University) monopoly on educational philosophy. We think that the local has to be prioritized over the global in the balance of these forces. In our view, this promotion should occur both in depth (through open pedagogical experimentation and democratization, defining local values, creating a global dialogue), AND in breadth (through providing opportunities for students and parents to join and financially afford it). We propose that education has to be separated from the State. In our proposal, the State should focus on providing financial access to K-12 education for all citizens through redistribution of taxes while constraining itself through pedagogical neutrality: accepting any educational philosophy for public funding. In our paper, we will consider some of many diverse concerns raised by our colleagues in response to our radical proposal of the State’s educational neutrality, organized in a question-answer format.
University Library System, University of Pittsburgh
2016-01-12 11:24:21
Editorial
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/170
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 4 (2016)
eng
Copyright (c) 2016 Eugene Matusov, Ana Marjanovic-Shane
oai:ojs.dpj.pitt.edu:article/171
2020-06-05T18:52:37Z
dpj1:REW
"160331 2016 eng "
2325-3290
dc
Applying Intersubjectivity for Professional Development
Janecek, Uvaldina Montoya
University of North Texas at Dallas
Moss, Glenda
University of North Texas at Dallas
Graham, Yolanda
University of North Texas at Dallas
Mason, Paula
University of North Texas at Dallas
This is an intersubjective review of Loewen, G. V. (2012). Hermeneutic Pedagogy: Teaching and learning as dialogue and interpretation. Alcoa, TN, USA. Old Moon Academic Press. The four authors of the review used a reflective-reflexive, dialogic process to interpret and analyze Loewen’s text. Their review is presented in a dialogue format that resulted after analyzing a much longer set of narrative data.[1][1] Editorial Note: This is a very unusual review! There are four points of interest that make this review an interesting read. The first one concerns the subject of the review: the book on hermeneutics. The second point is the form of the review: it is dialogue between the authors presented in its development. The third point of interest is the personal nature of the contents: the authors masterly show how their work on the review of the book penetrates their lives thus showing the real life with its changes, happiness, sadness, struggles and tribulations. The last point of interest that makes this review worth to be read is the pioneering character of the work behind this review. Glenda Moss used this review as a tool for professional development for the colleagues in her department. In my humble opinion, this review is the result of the very courageous, pioneering and inspirational work! (Mikhail Gradovski)
University Library System, University of Pittsburgh
2016-01-12 11:24:21
Reviews
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/171
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 4 (2016)
eng
Copyright (c) 2016 Glenda Moss
oai:ojs.dpj.pitt.edu:article/172
2020-06-05T18:50:49Z
dpj1:ART
"160923 2016 eng "
2325-3290
dc
Dialogic education for and from authorial agency
Matusov, Eugene
University of Delaware
Smith, Mark
University of Delaware
Soslau, Elizabeth
University of Delaware
Marjanovic-Shane, Ana
Chestnut Hill College http://orcid.org/0000-0002-5913-6880
von Duyke, Katherine
Newmann University
In this paper, we extend Bakhtin's ethical philosophical ideas to education and introduce a dialogic authorial agency espoused approach. We then consider this approach in opposition to the mainstream technological espoused approach, while focusing our contrasting analysis on student’s authorial agency and critical dialogue. We argue that the technological approach assumes that the "skills" or "knowledge" are garnered in pursuit of preset curricular endpoints (i.e., curricular standards). Since the goals of the technological approach are divorced from the students’ personal goals, values, and interests, they are incompatible and irreconcilable with what we idealize as the true goal of education, education for agency.
The authorial agency approach to education (Dialogic Education For and From Authorial Agency) emphasizes the unpredictable, improvisational, eventful, dialogic, personal, relational, transcending, and ontological nature of education. The authorial agency of the student and of the teacher are valued and recognized by all participants as the primary goal of education – supported by the school system and broader society. The approach defines education as a learner’s leisurely pursuit of critical examination of the self, the life, and the world in critical dialogue. The purpose of authorial agency pedagogy is to facilitate this process by promoting students’ agency and unique critical voices in socially desired practices – critical voices, recognized by the students themselves and others relevant to the particular practice(s). Ultimately, in the authorial education for and from authorial agency, students are led into investigating and testing their ideas and desires, assuming new responsibilities and developing new questions and concerns.
Finally, we describe and analyze the first author’s partially successful and partially failing attempt to enact a dialogic authorial approach. It will allow the reader to both visualize and problematize a dialogic authorial approach. We will consider a case with a rich “e-paper trail” written by 11 undergraduate, pre-service teacher education students (mostly sophomores), and the instructor (Peter, the first author, pseudonym) in a course on cultural diversity. The case focuses on the university students (future teachers) and their professor discussing several occasions that involved interactions between Peter and one minority child in an afterschool center. Our research questions in this empirical study were aimed at determining the successes, challenges, and failures of the dialogic authorial pedagogical approach and conditions for them
University Library System, University of Pittsburgh
2016-01-12 11:24:21
Peer-reviewed Article
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/172
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 4 (2016)
eng
Copyright (c) 2016 Eugene Matusov, Mark Smith, Elizabeth Soslau, Ana Marjanovic-Shane, Katherine von Duyke
oai:ojs.dpj.pitt.edu:article/173
2020-06-05T18:43:39Z
dpj1:ART
"180108 2018 eng "
2325-3290
dc
Socratic Seminars for Students with Autism Spectrum Disorders
Nouri, Ali
Malayer University, Iran
Pihlgren, Ann
Ignite Research Institute, Sweden
This paper explores the possibilities of the pedagogical use of Socratic dialogue as a basis for educating students diagnosed with autism. The Socratic dialogue is a particular pedagogical method used in educational settings to enhance student’s thinking and dialogic abilities. Research has proven that Socratic dialogue may result in improved language, interactive, and critical thinking abilities, as well as have effect on students’ self-evaluation. The social nature of dialogic learning may scaffold children with specific abilities to effectively interact with others and perceive those others’ emotions. Presently, education of students diagnosed with an Autism Spectrum Disorders (ASDs) use a variety of educational interventions, mostly inspired by behaviorist theory. These include little or no systematic use of dialogue as a pedagogical means of scaffolding students' abilities. However, several of these behaviorist methods have been tried out for a long period, educating students with ASDs, and have also proved to be successful to certain extents. In this article, we explore why and how Socratic dialogue can be used as an effective strategy for educating individuals diagnosed with autism. Hence, the investigation ends by introducing a dialogue-based teaching design that is compatible for children diagnosed with ASDs, to be explored and evaluate.
University Library System, University of Pittsburgh
2018-01-04 13:14:10
Peer-reviewed Article
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/173
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 6 (2018)
eng
Copyright (c) 2018 Ali Nouri, Ann Pihlgren
oai:ojs.dpj.pitt.edu:article/175
2020-06-05T18:40:59Z
dpj1:ART
"180712 2018 eng "
2325-3290
dc
“Teen Views of Sex:” Inter-animation of dialogues in a radio feature story produced by Mexican immigrant youth
Walker, Dana
University of Northern Colorado
This paper proposes an analysis of dialogical processes in the creation of a radio feature story titled “Teen Views of Sex,” co-produced by Mexican immigrant high school students in the context of a Youth Radio and Radio Arts program. After describing the socio-cultural and curricular context of the program, I apply Zittoun and Grossen’s (2013) semiotic approach to dialogicality to describe the kinds of dialogue that took place during the interviews and subsequent reflections upon the feature story and production process. The types of dialogue examined include: actual dialogue, distant dialogue, auto-dialogue, dialogue between situations, and dialogue with material objects, or non-human actants. I explore how the inter-animation of these forms of dialogue gave rise to dialogic tensions, which may have created openings for shifts in identity positioning and an enhanced sense of agency for the youth in their personal and public lives.
University Library System, University of Pittsburgh
2018-01-04 13:14:10
Peer-reviewed Article
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/175
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 6 (2018)
eng
Copyright (c) 2018 Dana Walker
oai:ojs.dpj.pitt.edu:article/178
2020-06-05T18:50:07Z
dpj1:REW
"170105 2017 eng "
2325-3290
dc
Severe limitations of the poietic individual mind
Matusov, Eugene
School of Education
University of Delaware, Newark, DE, United States http://ematusov.soe.udel.edu http://orcid.org/0000-0001-7587-2266
Review of the 2011 book Thinking, fast and slow by Daniel Kahneman published by New York: Farrar, Straus and Giroux (ISBN: 9780374533557; 499pp.)
University Library System, University of Pittsburgh
2017-01-03 05:07:27
Reviews
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/178
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 5 (2017)
eng
Copyright (c) 2017 Eugene Matusov
oai:ojs.dpj.pitt.edu:article/181
2020-06-05T18:48:45Z
dpj1:ART
"170503 2017 eng "
2325-3290
dc
Students' Use of Languaging in Rewriting Events from The Things They Carried
Beach, Richard
University of Minnesota
This article describes high school students’ responses to events in the novel, The Things They Carried, leading to their collaborative rewriting to create their own narrative versions of these events. It draws on “enactivist” theory of languaging, an approach to language that focuses on its use as social actions to enact and build relationships with others (Cowley, 2011; Linell, 2009). The focus is on “in-between” meanings constituted by “shared intentionality” (Di Paolo & De Jaegher, 2012) in readers’ transactions with authors’ portrayals of events in texts as well as in responding to uses of languaging in characters’ interactions. Analysis of four students’ rewriting events from the novel indicated that they drew on their responses to the novel to portray tensions in their characters’ interactions as well as their own experiences of coping with these tensions. Students also benefitted from collaboratively creating their narratives through sharing their different perspectives on events in the texts, suggesting the value of using collaborative rewriting activities to enhance students’ literary responses and awareness of how languaging functions to enact relationships.
University Library System, University of Pittsburgh
2017-01-03 05:07:27
Peer-reviewed Article
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/181
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 5 (2017)
eng
Copyright (c) 2017 Richard Beach
oai:ojs.dpj.pitt.edu:article/182
2020-06-05T18:51:09Z
dpj1:EDTL
"160919 2016 eng "
2325-3290
dc
Disengagement, Pedagogical Eros and (the undoing of?) Dialogic pedagogy
Cresswell, James
Booth University College http://www.boothuc.ca/directory/james-cresswell
Dialogic pedagogy is an approach to education influenced by Bakhtin, Freire, and others. It is an approach that is critical of conventional education, which tends to be didactic and alienating to students. Student engagement is made central as dialogue takes priority over standardization and core cannons of content. Dialogic pedagogy also emphasizes the importance of communities of learners where teachers are co-learners along with students as all parties work on problems together. I seek to raise challenges to Dialogic Pedagogy and these come from scholars working on the “conduct of everyday life” and from Charles Taylor’s notion of “strong evaluations”. The conduct of everyday life involves a focus on first-person subjectivities with an eye to their constitution in social and power relations. Strong evaluations enhance this discussion by addressing how people can engage in decisions that involve weighing options about the qualitative kind of person one is. I outline how education involves a conduct of everyday life where strong evaluations are promoted. Taking such an approach to education grounds two challenges to dialogic pedagogy. One challenge is that students are reticent to engage in strong evaluations and the modern identity is one disposed to disengagement. The converse challenge is that student engagement entails pedagogical eros, which is easily converted into power and abuse by a pedagogue.
University Library System, University of Pittsburgh
2016-01-12 11:24:21
Editorial
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/182
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 4 (2016)
eng
Copyright (c) 2016 James Cresswell
oai:ojs.dpj.pitt.edu:article/184
2020-06-05T18:49:26Z
dpj1:ART
"170320 2017 eng "
2325-3290
dc
Interchangeable Positions in Interaction Sequences in Science Classrooms
Rees, Carol
Thompson Rivers University http://kamino.tru.ca/experts/home/main/bio.html?id=crees
Roth, Wolff-Michael
University of Victoria http://web.uvic.ca/~mroth/
Triadic dialogue, the Initiation, Response, Evaluation sequence typical of teacher /student interactions in classrooms, has long been identified as a barrier to students’ access to learning, including science learning. A large body of research on the subject has over the years led to projects and policies aimed at increasing opportunities for students to learn through interactive dialogue in classrooms. However, the triadic dialogue pattern continues to dominate, even when teachers intend changing this. Prior quantitative research on the subject has focused on identifying independent variables such as style of teacher questioning that have an impact, while qualitative researchers have worked to interpret the use of dialogue within the whole context of work in the classroom. A recent paper offers an alternative way to view the triadic dialogue pattern and its origin; the triadic dialogue pattern is an irreducible social phenomenon that arises in a particular situation regardless of the identity of the players who inhabit the roles in the turn-taking sequence (Roth & Gardner, 2012). According to this perspective, alternative patterns of dialogue would exist which are alternative irreducible social phenomena that arise in association with different situations. The aim of this paper is to examine as precisely as possible, the characteristics of dialogue patterns in a seventh-eighth grade classroom during science inquiry, and the precise situations from which these dialogue patterns emerge, regardless of the staffing (teacher or students) in the turn-taking sequence. Three different patterns were identified each predominating in a particular situation. This fine-grained analysis could offer valuable insights into ways to support teachers working to alter the kinds of dialogue patterns that arise in their classrooms.
University Library System, University of Pittsburgh
2017-01-03 05:07:27
Peer-reviewed Article
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/184
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 5 (2017)
eng
Copyright (c) 2017 Carol Rees, Wolff-Michael Roth
oai:ojs.dpj.pitt.edu:article/189
2020-06-05T18:44:18Z
dpj1:ART
"180104 2018 eng "
2325-3290
dc
Relating dialogue and dialectics: a philosophical perspective
Dafermos, Manolis
University of Crete
Dialectics and a dialogical approach constitute two distinct theoretical frameworks with long intellectual histories. The question of relations between dialogue and dialectics provokes discussions in academic communities. The present paper highlights the need to clarify the concepts ‘dialogue’ and ‘dialectics’ and explore their origins in the history of human thought. The paper attempts to examine mutual relations between dialectics and dialogue in a historical perspective and develop a theoretical reconstruction of their philosophical underpinnings. It proposes to deal with challenges connected with the creation of spaces for sharing and mutual enrichment between dialogue and dialectics.
University Library System, University of Pittsburgh
2018-01-04 13:14:10
Peer-reviewed Article
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/189
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 6 (2018)
eng
Copyright (c) 2018 Manolis Dafermos
oai:ojs.dpj.pitt.edu:article/195
2020-06-05T18:40:39Z
dpj1:ART
"190108 2019 eng "
2325-3290
dc
Initiation, Response, Follow-up and Beyond: Analyzing Dialogue Around Difficulty in a Tutorial Setting
Jaeger, Elizabeth L.
Department of Teaching, Learning, and Sociocultural Studies
College of Education
University of Arizona
With the advent of Common Core-based assessments, and resulting concerns about academic achievement, more and more students may require the level of instructional intensity tutoring affords. The extent of knowledge regarding the discourse that occurs within the tutoring context is, however, limited. As a result, it is difficult to envision and implement a protocol that incorporates responsive tutor/tutee interaction. This article describes an analysis of discourse patterns that occur as a tutor responded to student difficulty. The study is framed using Bakhtin’s concept of dialogue—the ways in which interactions are influenced by the joint speaker/listener identity that is characteristic of interlocutors—and the way this played out in a dialogic instructional context. Excerpts from eight previous tutoring studies served as a foundation for the present research. The primary data source for the analysis was start-to-finish audio-recordings of 40 hours of instruction with two fourth grade readers. After preliminary open coding, overarching categories such as questioning, providing information, and demonstrating strategy use—and more detailed codes within these categories—were applied to the transcripts. Major findings demonstrated that: (a) the tutor’s moves were varied and balanced and differed somewhat from child to child, (b) some interactional sequences appeared more effective than others depending on the topic and child, and (c) interactions in this setting differed in important ways from those found in the research literature. I argue here that the dialogic characteristics of tutor/tutee interactions served the children involved and should serve as the basis for additional tutoring protocols.
University Library System, University of Pittsburgh
2019-01-08 08:37:26
Peer-reviewed Article
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/195
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 7 (2019)
eng
Copyright (c) 2019 Elizabeth L Jaeger
oai:ojs.dpj.pitt.edu:article/199
2020-06-05T18:49:46Z
dpj1:EDTL
"170301 2017 eng "
2325-3290
dc
Promoting students’ ownership of their own education through critical dialogue and democratic self-governance
Matusov, Eugene
School of Education
University of Delaware, Newark, DE, United States
Marjanovic-Shane, Ana
Chestnut Hill College
Philadelphia, PA
We define genuine education as students’ active leisurely pursuit of critical examination of the self, life, society and the world. It is driven by the person’s interests, inquiries, needs, tensions, and puzzlements. Thus, it is based on the students’ ownership of their own education, rather than on the society’s needs and impositions on the students. Hence, genuine education cannot be forced on the students, but rather the students need to be supported and guided to find and pursue their own education as their existential need. We view genuine education as students’ authorship based on the students’ learning activism. In our opinion, the primary condition for the students’ ownership of their education is the students’ freedom to participate in making decisions about their education. In our paper, we discuss pedagogical experimentation aimed at promoting learning activism and ownership of their own education through critical dialogue and democratic self-governance.
However, to our surprise, we found out that merely engaging students in decision making about their own education does not work for many students. After several years of practicing the Open Syllabus pedagogical regime in our undergraduate and graduate classes, we have experienced and abstracted two major mutually related problems: a problem of “culture” and a problem of “self-failure.” The issue of “culture” involved a tension between building a new democratic educational culture while practicing it. We also found that our undergraduate and graduate education students do not follow their own freely chosen educational commitments, and thus they feel betrayed by themselves. Analyzing students’ reflections on the self-failures, we found that they felt pressured by life and institutional survival and necessities. Because of that, they did not have the luxury of prioritizing their own educational self-commitments. In response to this and other concerns, we developed a hybrid pedagogical regime, called Opening Syllabus. We focus on tensions within this new, hybrid pedagogical regime, by analyzing students’ reflections and contributions in class.
University Library System, University of Pittsburgh
2017-01-03 05:07:27
Editorial
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/199
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 5 (2017)
eng
Copyright (c) 2017 Eugene Matusov, Ana Marjanovic-Shane
oai:ojs.dpj.pitt.edu:article/200
2020-06-05T18:49:05Z
dpj1:SI%3ACIC
"170324 2017 eng "
2325-3290
dc
The Cartography of Inner Childhood: Fragments from the book
Lobok, Alexander M.
Institute of system projects, Moscow City Pedagogical University, Russia
Presented here are fragments of my book The cartography of inner childhood in the translation from Russian. The main hero of this book is our childhood experience. Or, rather, the book is about our remembrances of our childhood experience. Some people would exclaim, “These remembrances are extremely subjective, utterly personal and therefore untrue!” I wonder, however, if one’s ultimate subjective experience may very well be one’s innermost human core, exactly what is important about any person. For an ‘objective’ external onlooker, the childhood of different children is largely indistinguishable. All children play certain games, absorbedly listen to fairytales, react to various events, and so on. In fact, nearly all modern psychology research testifies to these ‘childhood uniformities’ and their typologies. The reason for this supposed uniformity is a flaw in the main approach of modern psychology. Modern psychology often focuses on universal, generalizable, predictable, and regular principles, which is the standard of the science. Anything else is viewed as non-scientific. How else it can be?!
The problem with this conventional approach to psychology, however, is that the human being is the only ‘object’ in the Universe that is defined by a subjective cognizing world of her or his own, building above the subjective lived experiences and feelings and redefining them – a world, unique for each person, which cannot possibly be viewed from outside, except for some of its outward objective artifact manifestations of this subjective cognizing world. That is why the childhood of each one of us is not simply a childhood of some external events or a childhood of typical or universal, but rather a childhood of absolutely unique and un-borrowed inner life that makes every person’s internal experience absolutely precious. This very situation compels one to look most carefully into ‘the inner child’ each of us is capable of re-discovering in her-or himself.
The structure of the book is the following: Each chapter presents excerpts of the memoirs of one of the world-famous people, after which, there is a commentary analysis. Presented here are only three of those memoirs: by Orhan Pamuk, George Orwell and Ingmar Bergman.
University Library System, University of Pittsburgh
2017-01-03 05:07:27
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/200
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 5 (2017)
eng
Copyright (c) 2017 Alexander Lobok
oai:ojs.dpj.pitt.edu:article/208
2020-06-05T18:48:24Z
dpj1:SBET
"170703 2017 eng "
2325-3290
dc
Dialogic & Critical Pedagogies: An Interview with Ira Shor
Shor, Ira
College of Staten Island, City University of New York, USA
Matusov, Eugene
University of Delaware, DE
Marjanovic-Shane, Ana
Chestnut Hill College
Philadelphia, PA
Cresswell, James
Ambrose University, Canada
In 2016, the Main Editors of Dialogic Pedagogy Journal issued a call for papers and contributions to a wide range of dialogic pedagogy scholars and practitioners. One of the scholars who responded to our call is famous American educator Ira Shor, a professor at the College of Staten Island, City University of New York. Shor has been influenced by Paulo Freire with whom he published, among other books, “A Pedagogy for Liberation” (1986), the very first “talking book” Freire did with a collaborator. His work in education is about empowering and liberating practice, which is why it has become a central feature of critical pedagogy.
Shor’s work has touched on themes that resonate with Dialogic Pedagogy (DP). He emphasises the importance of students becoming empowered by ensuring that their experiences are brought to bear. We were excited when Shor responded to our call for papers with an interesting proposal: an interview that could be published in DPJ, and we enthusiastically accepted his offer. The DPJ Main Editors contacted the DPJ community members and asked them to submit questions for Ira. The result is an exciting in-depth interview with him that revolved around six topics: (1) Social Justice; (2) Dialogism; (3) Democratic Higher Education; (4) Critical Literacy versus Traditional Literacy; (5) Paulo Freire and Critical Pedagogy; and (6) Language and Thought. Following the interview, we reflect on complimentary themes and tensions that emerge between Shor’s approach to critical pedagogy and DP.
University Library System, University of Pittsburgh
2017-01-03 05:07:27
Scholarship beyond essayistic text
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/208
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 5 (2017)
eng
Copyright (c) 2017 Ira Shor, Eugene Matusov, Ana Marjanovic-Shane, James Cresswell
oai:ojs.dpj.pitt.edu:article/212
2020-06-05T18:48:04Z
dpj1:DBCE
"170823 2017 eng "
2325-3290
dc
Between Stalin and Dionysus: Bakhtin's Theory of the Carnival
Groys, Boris
New York University, US
The essay by Russian American philologist Boris Groys and nine commentaries followed by Groys’ reply to them in this special issue: “Deconstructing Bakhtin, Carnival with Evil”, present a provocative discussion about Bakhtin’s conceptual work and legacy for education and beyond. Boris Groys argued that Bakhtin embraced a dangerous play with Stalin’s totalitarianism through fusing art and life, prioritizing cosmic carnival over human rights and by being mesmerised by dionysian passions. The following nine commentaries, written by educationalists and non-educationalists, present a diverse spectrum of reactions to Groys’ criticism of Bakhtin: from passionate rejections to sympathetic acceptance seriously considering implications of Groys’ charges. The biggest implication for education is the relationship between the teacher and the student, specifically whether the teacher authors the student and the student’s education or not. The first commentary, written by Caryl Emerson provides a brilliant overview of all these diverse positions, in education and beyond. – DPJ Editors: Eugene Matusov and Ana Marjanovic-Shane
University Library System, University of Pittsburgh
2017-01-03 05:07:27
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/212
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 5 (2017)
eng
Copyright (c) 2017 Boris Groys
oai:ojs.dpj.pitt.edu:article/213
2020-06-05T18:44:39Z
dpj1:DBCE
"170823 2017 eng "
2325-3290
dc
My Bakhtin: A reply to the commentaries
Groys, Boris
New York University, USA
No abstract
University Library System, University of Pittsburgh
2017-01-03 05:07:27
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/213
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 5 (2017)
eng
Copyright (c) 2017 Boris Groys
oai:ojs.dpj.pitt.edu:article/214
2020-06-05T18:47:44Z
dpj1:DBCE
"170823 2017 eng "
2325-3290
dc
The Bakhtin of Boris Groys: Pro and Contra
Emerson, Caryl
Princeton University, Emeritus, USA
No abstarct
University Library System, University of Pittsburgh
2017-01-03 05:07:27
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/214
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 5 (2017)
eng
Copyright (c) 2017 Caryl Emerson
oai:ojs.dpj.pitt.edu:article/215
2020-06-05T18:47:24Z
dpj1:DBCE
"170823 2017 eng "
2325-3290
dc
Aesthetics and the possibility of an anti-totalitarian communism: reading Bakhtin through the lens of Groys
Larraín, Antonia
Universidad Alberto Hurtado, Chile
No abstract
University Library System, University of Pittsburgh
2017-01-03 05:07:27
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/215
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 5 (2017)
eng
Copyright (c) 2017 Antonia Larrain
oai:ojs.dpj.pitt.edu:article/216
2020-06-05T18:47:03Z
dpj1:DBCE
"170823 2017 eng "
2325-3290
dc
Between Groys and Gasparov
Zholkovsky, Alexander
University of Southern California, Los Angeles, USA
No abstract
University Library System, University of Pittsburgh
2017-01-03 05:07:27
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/216
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 5 (2017)
eng
Copyright (c) 2017 Alexander Zholkovsky
oai:ojs.dpj.pitt.edu:article/217
2020-06-05T18:46:43Z
dpj1:DBCE
"170823 2017 eng "
2325-3290
dc
The pros and cons of deconstructing Bakhtin: A reflection on Boris Groys
Sandler, Sergeiy
Independent scholar, Israel
No abstract
University Library System, University of Pittsburgh
2017-01-03 05:07:27
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/217
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 5 (2017)
eng
Copyright (c) 2017 Sergeiy Sandler
oai:ojs.dpj.pitt.edu:article/218
2020-06-05T18:46:23Z
dpj1:DBCE
"170823 2017 eng "
2325-3290
dc
Boris Groys between Dialogue and Ideology, or Why It Is So Easy to Fall into the Trap of Fleeting Political Circumstances
Lobok, Alexander
Moscow Pedagogical Institute, Russia
No abstract
University Library System, University of Pittsburgh
2017-01-03 05:07:27
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/218
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 5 (2017)
eng
Copyright (c) 2017 Alexander Lobok
oai:ojs.dpj.pitt.edu:article/219
2020-06-05T18:46:03Z
dpj1:DBCE
"170823 2017 eng "
2325-3290
dc
Carnevalesque Postmodern Provocations from Boris Groy’s Argument
Tesar, Marek
University of Auckland, New Zealand
No abstract
University Library System, University of Pittsburgh
2017-01-03 05:07:27
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/219
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 5 (2017)
eng
Copyright (c) 2017 Marek Tesar
oai:ojs.dpj.pitt.edu:article/220
2020-06-05T18:45:41Z
dpj1:DBCE
"170823 2017 eng "
2325-3290
dc
Comment on Groys’ essay “Between Stalin and Dionysus: Bakhtin's Theory of the Carnival”
Miyazaki, Kiyotaka
Waseda University, Saitama, Japan
No abstract
University Library System, University of Pittsburgh
2017-01-03 05:07:27
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/220
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 5 (2017)
eng
Copyright (c) 2017 Kiyotaka Miyazaki
oai:ojs.dpj.pitt.edu:article/221
2020-06-05T18:45:21Z
dpj1:DBCE
"170823 2017 eng "
2325-3290
dc
Saint Bakhtin, Porous Theorizing, and Proceeding Nonetheless
Lensmire, Timothy John
University of Minnesota, USA
Snaza, Nathan
University of Richmond, USA
No abstract
University Library System, University of Pittsburgh
2017-01-03 05:07:27
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/221
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 5 (2017)
eng
Copyright (c) 2017 Timothy John Lensmire, Nathan Snaza
oai:ojs.dpj.pitt.edu:article/222
2020-06-05T18:45:00Z
dpj1:DBCE
"170823 2017 eng "
2325-3290
dc
Bakhtin’s mystical organic holism and its consequences for education
Matusov, Eugene
University of Delaware, USA
Marjanovic-Shane, Ana
Chestnut Hill College, USA
No abstract
University Library System, University of Pittsburgh
2017-01-03 05:07:27
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/222
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 5 (2017)
eng
Copyright (c) 2017 Eugene Matusov, Ana Marjanovic-Shane
oai:ojs.dpj.pitt.edu:article/224
2020-06-05T18:40:19Z
dpj1:REW
"190218 2019 eng "
2325-3290
dc
Engaged Dialogic Pedagogy and the Tensions Teachers Face
Strickland, T. Hunter
The University of Georgia
Book review: Fecho, B., Falter, M., & Hong, X. (2016). Teaching outside the box and inside the standards: Making room for dialogue. New York: Teachers College Press.
This review highlights the editors’ vision of showing the power of engaged dialogic practice in classroom contexts that are at odds with the push for the standardization of schools and learning. In particular, this review will show how the individual stories of the four teachers highlighted in the book along with the experience of the university researchers created a dialogue from which readers can take hope that their choice to engage in Bakhtinian dialogism in the context of their classrooms is a worthy pursuit. According to the book, this is true even when that choice puts them at odds with other teachers, administrators, and state or national standards. This review will show that the editors and the teachers whose stories are told do not intend for their readers to come to this text ready to join the fight against standards, but for them to be able to see how dialogue is exceptionally important in working in standardized spaces. The book itself is short with only six chapters and just over one hundred pages, therefore, the review will address each chapter individually and its overall engagement with the purpose outlined above. Each chapter ends with the author’s suggestions for action which can help the reader new to dialogical pedagogy grasp dialogical strategies.
University Library System, University of Pittsburgh
2019-01-08 08:37:26
Reviews
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/224
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 7 (2019)
eng
Copyright (c) 2019 T. Hunter Strickland
oai:ojs.dpj.pitt.edu:article/234
2020-06-05T18:43:58Z
dpj1:TRA
"180105 2018 eng "
2325-3290
dc
M. M. Bakhtin as a University Professor
Vasiliev, Nikolai L
Mordovia State University, Russia
This article presents M. M. Bakhtin as a University professor through his own views of on the nature of university teaching: lecturing, seminars and colloquia, engaging students in debates and reflexive analysis of literary texts, “scientific thinking”, and working with bibliography. As a Chair of Russian and Foreign Literature department of the Mordovian National Pedagogical Institute (later the Mordovia State University), for a quarter of a century, Bakhtin was promoting teaching approaches that would support students’ informed, independent, analytical and reflexive learning. According to the minutes from different department meetings at his university, over the years, Bakhtin struggled to define and improve his own guidance and teaching in the Literature studies and the overall work of his department. His three pedagogical goals for a literary lecture were: 1) Communication of certain information on a given topic - establishing the level of students’ familiarity with the topic; 2) Fostering students’ scientific thinking; and 3) Fostering students’ aesthetic perception and taste. Some of his former students emphasized his erudition, pedagogic skill, and ability to stimulate his students’ imagination and reflective thinking.
University Library System, University of Pittsburgh
2018-01-04 13:14:10
Translation
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/234
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 6 (2018)
eng
Copyright (c) 2018 Nikolai L Vasiliev
oai:ojs.dpj.pitt.edu:article/235
2021-08-24T14:53:04Z
dpj1:ART
"200630 2020 eng "
2325-3290
dc
Dialogic functions of repair by lexical synonymy in the process of writing and rewriting of an opinion article
Aiolfi, Gabriela
Federal University of Technology of Paraná (UTFPR), Brazil
Lima, Anselmo
Federal University of Technology of Paraná (UTFPR), Brazil
Gritti, Letícia Lemos
Federal University of Technology of Paraná (UTFPR), Brazil
This article presents a study that aims to identify and analyze dialogic functions of repair by lexical synonymy in the process of writing and rewriting of an opinion article. The data were collected in the Research Laboratory entitled 'Workshop of Reading, Writing and Rewriting of Opinion Articles', an activity of the Research Group UTFPR-CNPq LAD'Humano, in 2015. The opinion articles were written by first term undergraduate students of the Letters Teacher Certification Program in Portuguese-English of the Federal University of Technology of Paraná, Brazil, Pato Branco Campus. The writing of the texts was recorded by the software AutoScreen Recorder and Inputlog. The analyses are mainly based on Bakhtin, Volosinov, and Vygotsky and show that repair by lexical synonymy has the dialogic functions of addressing the target audience of the text, of textual adjustment, of giving the desired content to discourse and of acting in the process of construction of the writer's image. As "the meaning of the word is completely determined by its context" (BAKHTIN/VOLOCHÍNOV, 2014, p.109), it is the verbal and extraverbal context of a certain word choice that will contribute or not to building the meaning intended by the writer, and that is why synonymy study in the process of writing is important.
University Library System, University of Pittsburgh
2020-01-06 10:25:14
Peer-reviewed Article
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/235
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 8 (2020)
eng
Copyright (c) 2020 Gabriela Aiolfi, Anselmo Lima, Letícia Lemos Gritti
oai:ojs.dpj.pitt.edu:article/236
2020-06-05T18:43:19Z
dpj1:EDTL
"180126 2018 eng "
2325-3290
dc
Beyond equality and inequality in education: Bakhtinian dialogic ethics approach of human uniqueness to educational justice
Matusov, Eugene
University of Delaware
Marjanovic-Shane, Ana
Chestnut Hill College
Philadelphia, PA https://orcid.org/0000-0002-5913-6880
In our essay, we challenge the hegemonic Kantian discourse of defining justice as equality (in a broader sense) and injustice as inequality in education (and elsewhere). We argue that this discourse is based on the underlining assumption of replaceability and measurement of people and of educational practice itself. In contrast, we argue that people and their education are unique. Thus, it is necessary to develop an alternative notion of justice based on uniqueness and immeasurability of people and their education. We found that Bakhtin’s dialogic ethics framework is helpful for developing such an alternative approach. According to the Bakhtinian dialogic ethics, people are engaged in self-contradictory deeds, charged with ethical tensions. These ethically problematic deeds must be challenged by others and the self in critical dialogue and must demand responses by the authors of the deeds striving to achieve justice. Taking responsibility is not merely a discursive process of answering – it is not “answerability” – but rather another ethic deed of defining ethically good or bad, defining quality and values, accepting blame, standing grounds, committing to fixing negative consequences, emotional sympathy, and so on. The process of challenging people’s deeds in critical dialogue and their taking (or not taking) responsibility defines (in)justice of people’s deeds. We examine two cases of educational injustice based on the Bakhtinian dialogic ethics framework of uniquness. We try to show that education and its justice are essentially authorial and, thus, unique processes. Even when justice involves measurable things like money, it is still about unique people with unique educational goals, interests, and needs in unique circumstances that these measurable resources afford. We consider a case of allocation of measurable resources as a compromise between the Kantian formulistic and the Bakhtinian dialogic ethics approaches. We conclude our essay with developing a vision for a just educational practice based on students’ academic freedoms for authorial education.
University Library System, University of Pittsburgh
2018-01-04 13:14:10
Editorial
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/236
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 6 (2018)
eng
Copyright (c) 2018 Eugene Matusov, Ana Marjanovic-Shane
oai:ojs.dpj.pitt.edu:article/239
2020-06-05T18:38:40Z
dpj1:ART
"190724 2019 eng "
2325-3290
dc
Dialogic Lessons and Triadic Relationship Among Pupils, Learning Topic, and Teacher
Miyazaki, Kiyotaka
Faculty of Human Sciences, Waseda University
This paper argues that a teacher should and can be not only the organizer of a lesson as well as participant in a dialogue who has the equal right with pupils vis-à-vis the truth of the learning material in order to make lessons dialogic. To analyze such a teacher’s way of being in the lesson, the concept of a triadic relationship among pupils, learning material, and a teacher was introduced. The teacher can learn something new in the pupils’ learning material as the pupils can do. The teacher can discover an unknown question that she/he does not know its answer or even its existence in pupils’ wrong or irrelevant thoughts about the learning material. This sort of teacher’s learning makes classroom lessons dialogic as pupils and a teacher exercise the equal rights vis-à-vis the truth of the learning material in the lesson. Here, pupils and teachers learn about the learning material from each other. The importance of this sort of teacher’s learning for dialogic lessons has been rarely emphasized in dialogic pedagogy research. These arguments are advanced in this paper based on the analysis of the Japanese elementary teachers’ knowledge of practices. This paper focuses mainly on the pedagogical view named Saitou pedagogy developed by Kihaku Saitou and his colleagues, and studies their thoughts and classroom lessons to investigate teacher’s work to make lessons dialogic. To provide a theoretical basis for the analysis, theories of dialogue, developmental psychology and dialogic pedagogy were reviewed to understand how these theories had studied the triadic relationship and were compared with Saitou pedagogy. The result demonstrated that Bakhtin’s perspective on the dialogic author was useful in analyzing the teacher’s way of being in Saitou pedagogy. It was also suggested that Saitou pedagogy’s view of the unknown question would give Bakhtinian theories of dialogue a hint for new area of study.
University Library System, University of Pittsburgh
2019-01-08 08:37:26
Peer-reviewed Article
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/239
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 7 (2019)
eng
Copyright (c) 2019 Kiyotaka Miyazaki
oai:ojs.dpj.pitt.edu:article/240
2020-06-05T18:42:38Z
dpj1:SC
"180420 2018 eng "
2325-3290
dc
Ideological and real socialism of my Soviet childhood, schooling, and teaching: Multi-consciousness
Matusov, Eugene
School of Education
University of Delaware, Newark, DE, United States http://ematusov.soe.udel.edu
Through my autobiographical reflective ethnography of my Soviet childhood, schooling and teaching, I try to investigate the phenomenon of political multiple consciousness that I observed in the USSR and its development in children. In my analysis, I abstracted eight diverse types of consciousness, five of which are political in their nature.
University Library System, University of Pittsburgh
2018-01-04 13:14:10
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/240
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 6 (2018)
eng
Copyright (c) 2018 Eugene Matusov
oai:ojs.dpj.pitt.edu:article/241
2020-06-05T18:41:39Z
dpj1:SC
"180424 2018 eng "
2325-3290
dc
The Golden cage: Growing up in the Socialist Yugoslavia
Marjanovic-Shane, Ana
Independent Scholar
From the mid 1950s through roughly the 1980s, some or many children and youth of the Socialist Yugoslavia, especially those of us in Belgrade, the capital, lived in a curious, almost surreal “window” in the space and time. This surreal window of space-time, offered to children and youth of Yugoslavia, unprecedented opportunities for personal development, exposure to the classic cultures and the newest events in the cultural worlds from all over the world, freedom of speech, gathering, activism and opportunities to travel and interact with a multitude of people of the world who came to Yugoslavia. Such special window in time and space sounds impossible to believe, all the more, in the light of the subsequent brutal and bloody civil wars of the 90s in which Yugoslavia perished. And yet, for many of us this window in time and space did exist! It was a product, I think, of several paradoxical tensions that may have created unprecedented loopholes in the fabric of an otherwise authoritarian and often brutal regime that had its ugly underside in suppression of any actions and words which would be critical of the ruling regime and its leaders.
One could arguably say, that, when I talk about this curious, surreal time, I talk from a point of view that can only belong to the children of the privileged: children of the high officers of the Communist party, of the Belgrade political, intellectual, cultural and economic elite. Of course, in many ways, I cannot escape, some of the privileged vistas of my own background – as no one can entirely escape the bent of their own lives. However, my privileged view comes from being among the intellectual elite of Belgrade, rather than the political elite. But my views were also based on the experiences of “ordinary” others which I shared in the everyday ways of life in which I was not segregated from everyone else: my neighbors, school mates, people I met in various other gathering places.
In this auto-ethnographic essay, I explore a uniqueness of my Socialist Yugoslav childhood, where a lot of children and youth lived as if in a golden cage. This golden cage had an internal reality that was in many ways protective of our wellbeing. In this reality we experienced freedoms, stood for justice, had many opportunities to participate in cultural clubs, art studios, musical bands, poetic societies, sports clubs, summer and winter camps, etc. At the same time, the world that surrounded us, and even in many ways created our childhoods, was harsh, often brutal and did not hold any of the high ethical principles and values that we believed and lived in.
University Library System, University of Pittsburgh
2018-01-04 13:14:10
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/241
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 6 (2018)
eng
Copyright (c) 2018 Ana Marjanovic-Shane
oai:ojs.dpj.pitt.edu:article/243
2020-06-05T18:42:18Z
dpj1:SC
"180420 2018 eng "
2325-3290
dc
Memoirs of a socialist childhood in China: socialism, nationalism and getting ahead
Chen, Lei
Shannxi Normal University, Xi'an, Shaanxi, P.R. China
In this memoir, I accounted several episodes of my childhood of a middle class family in early 1990s in a Chinese urban city. Two major discourses permeated my account: the nationalism and socialism discourse and the upward social mobility discourse. While my family and I cherish the comfort and joy of everyday life enjoyed in the era of “socialism with Chinese characteristics”, the suffering past is like a ghost, peeking out behind the curtain.
University Library System, University of Pittsburgh
2018-01-04 13:14:10
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/243
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 6 (2018)
eng
Copyright (c) 2018 Lei Chen
oai:ojs.dpj.pitt.edu:article/244
2020-06-05T18:41:58Z
dpj1:SC
"180423 2018 eng "
2325-3290
dc
Power, ideology and children: Socialist childhoods in Czechoslovakia
Tesar, Marek
University of Auckland
There was not one, singular childhood in socialist Czechoslovakia, but many and diverse, plural, childhoods. Spanning over 40 years (1948–1989), the Czechoslovak communist governance produced diverse conceptualisations of childhoods that remain often invisible, unexplored, and the current analyses are at best sketchy and refer mostly to pedagogical nuances of strong ideological pedagogical struggles. One way to explore such an abundance of historical data in a short journal article is to utilise a somewhat personal narrative of a child. This dialogic approach allows the strong presence of the voice of a child, re-told from an adult’s perspective, and it methodologically justifies an approach to thinking and theorising of socialist childhoods through Vaclav Havel’s (1985; 1989; 1990) theoretical thinking that has been utilised in philosophy of education previously (see Tesar, 2015e). There are also other examples of complex and thorough analyses of socialist childhoods in other countries (see for example Aydarova et al, 2016), and theoretical thinking about the socialist child as a foreigner to its own land, can be done through Kristeva’s lens (Arndt, 2015).
University Library System, University of Pittsburgh
2018-01-04 13:14:10
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/244
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 6 (2018)
eng
Copyright (c) 2018 Marek Tesar
oai:ojs.dpj.pitt.edu:article/245
2020-06-05T18:38:20Z
dpj1:ART
"190912 2019 eng "
2325-3290
dc
Collaborative, Multi-perspective Historical Writing: The Explanatory Power of a Dialogical Framework
Ben-David Kolikant, Yifat
Seymour Fox School of Education, Hebrew University, Israel
Pollack, Sarah
Davidson Insitiute of Science Education, Weizmann Institute of Science, Israel
There is an increased interest within the history education community in introducing students to the multi-perspective and interpretative nature of history. When these educational goals are pursued within collaborative contexts, what are the relationships of individuals from conflicting groups with historical accounts that they produced as a group? How does the joint writing influence their historical understanding? We analyzed the joint accounts produced by high-school Israeli students, Jews and Arab/Palestinians, who collaboratively investigated historical events related to the Israeli-Palestinian conflict. Employing a thematic analysis and a Bakhtinian-inspired discourse analysis, we found that the joint texts were constructed of themes from both in-groups’ perspectives. The students constructed a dialogic relationship between these themes, which enabled them to legitimize the other’s voice, yet keep the voices unmerged. Additionally, although they never abandoned their in-group narratives, the joint account reflected a new, multi-perspective historical meaning of the historical event.
University Library System, University of Pittsburgh
2019-01-08 08:37:26
Peer-reviewed Article
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/245
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 7 (2019)
eng
Copyright (c) 2019 Yifat Ben-David Kolikant, Sarah Pollack
oai:ojs.dpj.pitt.edu:article/246
2020-06-05T18:42:58Z
dpj1:SC
"180419 2018 eng "
2325-3290
dc
Ideological Becoming in Socialist and Post-Socialist Childhood and Schooling from a Dialogic Framework
Matusov, Eugene
School of Education, University of Delaware, DE
Marjanovic-Shane, Ana
Independent Scholar,
Philadelphia, PA, USA
Chen, Lei
Shaanxi Normal University, China
Tesar, Marek
The University of Auckland, New Zealand
This special DPJ issue aims to bring together those who had first-hand experiences with or conduct educational and/or historical research with children and schooling in socialist and post-socialist societies. Socialist and post-socialist childhood and schooling in socialist and post-socialist education systems are usually assumed to be monolithic and authoritarian, far from dialogic. However, by reflecting on our own or others’ experiences, narratives and observations regarding the socialist and post-socialist childhood, we realized that our memories, experiences and observations might offer unique and enriching soil for understanding, exploring, reflecting, and critiquing dialogic pedagogical theories. Through this special issue, we hope to expand the scholarship of this community to the territory of a space and time that were not previously examined (sufficiently) for dialogic pedagogy by creating interests and forums for dialogues.
University Library System, University of Pittsburgh
2018-01-04 13:14:10
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/246
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 6 (2018)
eng
Copyright (c) 2018 Eugene Matusov, Ana Marjanovic-Shane, Lei Chen, Marek Tesar
oai:ojs.dpj.pitt.edu:article/248
2020-06-05T18:41:19Z
dpj1:TRA
"180520 2018 eng "
2325-3290
dc
Pedagogical work of Mikhail M. Bakhtin (1920s – early 1960s)
Laptun, Vladimir I.
M.I. Evsevyev Mordovia State Pedagogical Institute, Russia State
Tihanov, Galin
Queen Mary University of London
The purpose of this essay to is to describe and discuss Bakhtin’s pedagogical work based on diverse archival materials and memoirs of his students.
University Library System, University of Pittsburgh
2018-01-04 13:14:10
Translation
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/248
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 6 (2018)
eng
Copyright (c) 2018 Vladimir I Laptun, Galin Tihanov
oai:ojs.dpj.pitt.edu:article/256
2020-06-05T18:39:00Z
dpj1:ART
"190404 2019 eng "
2325-3290
dc
Emergence and Development of a Dialogic Whole-class Discussion Genre
Sherry, Michael B
University of South Florida https://orcid.org/0000-0002-6035-3452
Prior research across disciplines has established the value of dialogic, whole-class discussions. Previous studies have often defined discussions in opposition to the notorious triadic pattern called recitation, or IRE/F, focusing on variations to the teacher’s initiating question or evaluative follow-up on students’ responses. Recent scholarship has also identified variations on recitations and dialogic discussions that suggest these categories might be flexible, containing types of interaction associated with particular contexts. However, research remains to be done on how such types, or genres, of dialogic, whole-class discussion emerge and develop over time. In this article, I take up this line of inquiry, analyzing the classroom discourse of five lesson excerpts generated by a prospective teacher and his students in a US secondary History classroom between October and March. I illustrate how, over time, teacher and students repeatedly renegotiated the nature of a recitation-style textbook review activity using similar patterns of language that suggested an emergent discourse genre. These five interactions did not all lead to dialogic, whole-class discussions; I explain their relative success or failure in terms of how they constructed participants’ relationships to historical and classroom events. I argue that even failed attempts at generating dialogic discourse may be part of a developing genre.
University Library System, University of Pittsburgh
2019-01-08 08:37:26
Peer-reviewed Article
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/256
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 7 (2019)
eng
Copyright (c) 2019 Michael B Sherry
oai:ojs.dpj.pitt.edu:article/259
2020-06-05T18:38:00Z
dpj1:ART
"190925 2019 eng "
2325-3290
dc
Bullying and interpersonal conflict from a “dialogic event” perspective
Smith, Mark Philip
Kean University https://orcid.org/0000-0002-3468-4733
Through discussions in class meetings of “concrete situations” experienced by students in their lived experience in and out of the classroom, educators have been encouraged to guide students to understand how bullying applies to their lives, and to learn the degree to which bullying is present or absent in their relationships with their peers (Olweus, 1993). In observations of and interviews about the class meetings at a private, progressive U.S. middle school, student and teacher discourses in response to students’ interpersonal dynamics are found to exist within separate, parallel universes. The teachers’ discourse universe presumes that the lived experience of students can be understood through and guided by abstract, Kantian-like moral universal imperatives – specifically, the imperative to “feel good” and the imperative not to bully. These imperatives supplant dialogue on the events of students’ experiences toward a focus on who the students are becoming rather than who they are now. This discourse of “half-being” maps the students’ experiences upon what is known, predictable, universal, unsurprising and imagined, and assumes that students are not fully responsible for their own or each other’s well-being. By contrast, the students’ discourse on their interpersonal dynamics is characterized by Bakhtin’s (1993) notion of “being-as-event” discourse, which is highly contextualized, unpredictable, and focuses upon everyone’s responsibility to ongoing dramatic and ontologically charged events (either immediate or recursive in nature). The students’ discursive universe is conducive to dialogue, whereas the teachers’ discursive universe supplants the students’ messy, unpredictable and dialogically responsible discourse, thus arresting the possibility for teachers and peers to provide meaningful and authoritative guidance to dialogic events. The reasons for teachers’ attraction to Kantian-like abstract moral universals as well as the consequences of the supplanting of students’ event-filled discourse with the discourse of bullying are discussed
University Library System, University of Pittsburgh
2019-01-08 08:37:26
Peer-reviewed Article
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/259
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 7 (2019)
eng
Copyright (c) 2019 Mark Philip Smith
oai:ojs.dpj.pitt.edu:article/268
2020-06-05T18:40:00Z
dpj1:EDTL
"190306 2019 eng "
2325-3290
dc
Whose discourse? Dialogic Pedagogy for a post-truth world
Alexander, Robin
Wolfson College, University of Cambridge https://orcid.org/0000-0002-8278-1327
If, as evidence shows, well-founded classroom dialogue improves student engagement and learning, the logical next step is to take it to scale. However, this presumes consensus on definitions and purposes, whereas accounts of dialogue and dialogic teaching/pedagogy/education range from the narrowly technical to the capaciously ontological. This paper extends the agenda by noting the widening gulf between discourse and values within the classroom and outside it, and the particular challenge to both language and democracy of a currently corrosive alliance of digital technology and “post-truth” political rhetoric. Dialogic teaching is arguably an appropriate and promising response, and an essential ingredient of democratic education, but only if it is strengthened by critical engagement with four imperatives whose vulnerability in contemporary public discourse attests to their importance in the classroom, the more so given their problematic nature: language, voice, argument and truth.[1]
[1] This paper is an edited version of the author’s keynote at the EARLI SIG 20/26 conference Argumentation and inquiry as venues for civic education, held in Jerusalem in October 2018.
University Library System, University of Pittsburgh
2019-01-08 08:37:26
Editorial
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/268
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 7 (2019)
eng
Copyright (c) 2019 Robin Alexander
oai:ojs.dpj.pitt.edu:article/272
2020-06-05T18:39:40Z
dpj1:EDTL
"190306 2019 eng "
2325-3290
dc
Dialogic analysis vs. discourse analysis of dialogic pedagogy: Social science research in the era of positivism and post-truth
Matusov, Eugene
School of Education, University of Delaware, Newark, DE, United States
Marjanovic-Shane, Ana
Dialogic Pedagogy Journal
Kullenberg, Tina
Kristianstad University, Sweden
Curtis, Kelly
School of Education, University of Delaware
The goal of this article is to compare and contrast dialogic analysis versus discourse analysis of dialogic pedagogy to address Bakhtin’s quest for “human sciences” and avoid modern traps by positivism and by post-truth. We argue that dialogic analysis belongs to dialogic science, which focuses on studying “the surplus of humanness” (Bakhtin, 1991, p. 37). “The surplus of humanness” is “a leftover” from the biologically, socially, culturally, and psychologically given – the typical and general – in the human nature. It is about the human authorship of the ever-unique meaning-making. Dialogic analysis involves the heart and mind of the researchers who try to reveal and deepen the meanings of the studied phenomena by addressing and replying to diverse research participants, other scholars, and anticipated readers (Matusov, Marjanovic-Shane, & Gradovski, 2019, in press). We argue that dialogic science is concerned with meta-inquiries such as, “What does something in question mean to diverse people, including the researchers, and why? How do diverse people address and reply to diverse meanings?” In contrast, traditional, positivistic, science is concerned with meta-inquiries such as, “How things really are? What is evidence for that? How to eliminate any researchers’ subjectivity from the research?” (Matusov, 2019, submitted). Positivist (and monologic) science focuses on revealing patterns of actions, behaviors, and relationships. We argue that in the study of dialogic pedagogy, it is structural and/or functional discourse analysis that focuses on studying the given and objective aspects of dialogic pedagogy. In the paper, we consider, describe, interpret, and dialogically re-analyze a case of dialogic analysis involving science education coming from David Hammer’s and Emily van Zee’s (2006) book. We also discuss structural and functional discourse analysis of two pedagogical cases, a monologic and a dialogic one, provided by David Skidmore (2000). We dialogically re-analyze these two cases and Skidmore’s research. We conclude that in research on dialogic pedagogy (and beyond, on social sciences in general) both dialogic science (involving dialogic analysis) and positivist science (involving discourse analysis) are unavoidable and needed, while providing the overall different foci of the research. We discuss the appropriateness and the limitations of discourse analysis as predominantly searching for structural-functional patterns in the classroom discourses. We discuss dialogic tensions in the reported dialogues that cannot be captured by discourse analysis search for patterns. Finally, we discuss two emerging issues among ourselves: 1) whether discourse analysis is always positivist and 2) how these two analytic approaches complement each other while doing research on dialogic pedagogy (and beyond).
University Library System, University of Pittsburgh
2019-01-08 08:37:26
Editorial
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/272
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 7 (2019)
eng
Copyright (c) 2019 Eugene Matusov, Ana Marjanovic-Shane, Tina Kullenberg, Kelly Curtis
oai:ojs.dpj.pitt.edu:article/276
2020-06-05T18:39:20Z
dpj1:COMN
"190327 2019 eng "
2325-3290
dc
Whose Discourse, Whose Ears? Harmony in Dialogic Pedagogy amidst the Post-Truth Noise
Andal, Aireen Grace
Ural Federal University http://orcid.org/0000-0002-7487-4742
Commentary on DPJ Editorial by Robin Alexander (2019), Whose discourse? Dialogic Pedagogy for a post-truth world. This commentary adds emphasis on the importance of the four areas of dialogic pedagogy--language, voice, argument and truth-- that Alexander proposes to be invested in and prioritized more. It is argued that dialogic pedagogy will benefit from the development of the current approach to respond to the post-truth era, rather than from looking for new ways to do dialogue. Finally, it is suggested that practitioners of dialogic pedagogy take the post-truth era as a situation that fosters critical thinking and reevaluation of how dialogue is conducted.
University Library System, University of Pittsburgh
2019-01-08 08:37:26
Commentaries
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/276
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 7 (2019)
eng
Copyright (c) 2019 Aireen Grace Andal
oai:ojs.dpj.pitt.edu:article/277
2020-06-05T18:37:40Z
dpj1:ART
"191029 2019 eng "
2325-3290
dc
Dialogic Discourse Analysis: A methodology for dealing with the classroom as a text
Skaftun, Atle
University of Stavanger
Bakhtin is a source of theoretical inspiration for educational research. This article will be an attempt to activate also Bakhtin’s analytical practice and his methodology. I will explore and elaborate the typology of discursive relations which are suggested in Bakhtin’s book on Problems of Dostoevsky’ Poetics (Bakhtin ,1984), and the potential application of it in the study of discourse in the classroom. In order to do so properly it will be necessary to activate Bakhtin’s understanding of the utterance as a meaningful unity, and thus also the problem of authorship and the relationship between author and hero.
Bakhtin’s analytical practice can be considered a consistent methodology for the study of literature in schools as well as in the scholarly study of literature (cf. Skaftun, 2009; 2010), and I have called it dialogic discourse analysis (DDA). The first main part of the article elaborates key features of DDA in dialogue with Bakhtin’s work. In the other main part, DDA is applied to educational settings in order to enter the educational dialogue on how to make sense of authorship and the adhering conception of the classroom as a text. My ambition here is primarily to elaborate DDA as a powerful and dynamic toolkit also for educational research. In doing so I also hope to contribute to the ongoing work of transferring Bakhtin’s dialogism as a whole from the study of literature to the study of education. Examples will in part be drawn from literature, but for the most part from educational settings.
University Library System, University of Pittsburgh
2019-01-08 08:37:26
Peer-reviewed Article
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/277
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 7 (2019)
eng
Copyright (c) 2019 Atle Skaftun
oai:ojs.dpj.pitt.edu:article/280
2021-10-24T20:01:08Z
dpj1:ART
"210823 2021 eng "
2325-3290
dc
Dialogic pedagogy and semiotic-dialogic inquiry into visual literacies and augmented reality
Hurley, Zoe
Zayed University, Dubai. United Arab Emirates https://orcid.org/0000-0002-9870-8677
Technological determinism has been driving conceptions of technology enhanced learning for the last two decades at least. The abrupt shift to the emergency delivery of online courses during COVID-19 has accelerated big tech’s coup d’état of higher education, perhaps irrevocably. Yet, commercial technologies are not necessarily aligned with dialogic conceptions of learning while a technological transmission model negates learners’ input and interactions. Mikhail Bakhtin viewed words as the multivocal bridge to social thought. His theory of the polysemy of language, that has subsequently been termed dialogism, has strong correlations with the semiotic philosophy of American pragmatist Charles Sanders Peirce. Peirce’s semiotic philosophy of signs extends far beyond words, speech acts, linguistics, literary genres, and/or indeed human activity. This study traces links between Bakhtin’s dialogism with Peirce’s semiotics. Conceptual synthesis develops the semiotic-dialogic framework. Taking augmented reality as a theoretical case, inquiry illustrates that while technologies are subsuming traditional pedagogies, teachers and learners, this does not necessarily open dialogic learning. This is because technologies are never dialogic, in and of themselves, although semiotic learning always involves social actors’ interpretations of signs. Crucially, semiotic-dialogism generates theorising of the visual literacies required by learners to optimise technologies for dialogic learning.
University Library System, University of Pittsburgh
2021-02-15 10:18:05
Peer-reviewed Article
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/280
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 9 (2021)
eng
Copyright (c) 2021 Zoe Hurley
oai:ojs.dpj.pitt.edu:article/283
2023-01-19T15:25:36Z
dpj1:ART
"230119 2023 eng "
2325-3290
dc
Overcoming violence through a democratic and dialogical process
Marino Filho, Armando
Federal University of Mato Grosso do Sul, Brazil
In this article, I present a way of understanding how to overcome violence through dialogue and the democratic organization of group relations. The goal is to discuss how this approach to overcoming violence in an NGO (non-governmental organization) revealed the need to be flexible, to listen to each other, and to be willing to create a new unknown path together with the students by developing the activities to overcome violence (AOV). The objective of the AOV was to change the interpersonal relationships in the organization, to make it a place of co-existence for the children and adults, and to overcome this preponderant form of relational violence. I present actual events that took place at a Brazilian NGO specifically founded to provide care for children at social risk. The project I designed at the NGO focused on the (re-)organization of teaching activities and daily life as a community practice creating a community as a space where the relationships among the participants could become more democratic. The idea was to transform the power and individualistic domination of the NGO’s teachers, coordinators, or founders into shared power relationships established through democratic and dialogical processes.
The expected result was that the young attendees of the NGO would become community authors of their own life in the institution and have more personal autonomy. this process also showed us that while we could transform reality, the reality was also transforming our expectations. The very dynamics of the dialogical process require openness in the sense that one cannot predefine the goals according to one’s wishes. One has to be ready to accept the new, unexpected issues that may arise through dialogues and change initial objectives. In any case, I would reckon that one cannot strictly control the dialogical process. For this reason, the means and instruments, as well as the procedures for the AOV have to be understood, created, and reinvented during the process by the participants themselves and not by a single person prior to the AOV. The results showed that an action plan and instruments could only be suggested as a guide during the events, but not as an a priori condition, independent of all those involved in the actions taken.
University Library System, University of Pittsburgh
2023-01-19 10:24:07
Peer-reviewed Article
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/283
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 11 No. 2 (2023): Dialogic Pedagogy and Democratic Education
eng
Copyright (c) 2023 Armando Marino Filho
oai:ojs.dpj.pitt.edu:article/292
2020-06-05T18:36:21Z
dpj1:ART
"200511 2020 eng "
2325-3290
dc
Moving from collaboration to critical dialogue in action in education
Matusov, Eugene
University of Delaware http://ematusov.soe.udel.edu http://orcid.org/0000-0001-7587-2266
Pease-Alvarez, Lucinda
University of California Santa Cruz
The purpose of this article is to examine and conceptualize our pedagogical and organizational experiences and understandings of how undergraduates and instructors participating in the UC-Links Project from Fall 1996 to Spring 1997 learned together through their engagements in undergraduate courses and afterschool activities with predominantly Mexican-descent children at a local community center. We had started our project privileging collaboration and collaborative guidance as the way to approach our collective engagements; however, the events in the project pushed us to reconsider our practice. It took us 25 years to completely understand that what we have come to call “critical dialoguing in action” is how we now conceive of innovative organizational and pedagogical practice, which stands in contrast to the pedagogical and organizational notion of collaboration. We describe the efforts and struggles participants, including ourselves, encountered developing, implementing, and communicating about innovative teaching approaches and practices that we originally thought aimed to promote meaningful and collaborative learning. We call particular attention to dilemmas participants faced dialoguing about the dynamic teaching/learning processes that emerged in our project. These experiences prompted us to characterize our vision for participants’ involvement in the project as “critical dialoguing in action,” which contributed to our ongoing analysis and understanding of emerging dilemmas in our work.
University Library System, University of Pittsburgh
2020-01-06 10:25:14
Peer-reviewed Article
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/292
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 8 (2020)
eng
Copyright (c) 2020 Eugene Matusov, Lucinda Pease-Alvarez
oai:ojs.dpj.pitt.edu:article/304
2021-08-24T14:52:59Z
dpj1:SI%3ASUP-ADV
"201014 2020 eng "
2325-3290
dc
Subjectivity and change in process of supervision
Vatne, Bente
Volda University College, Norway
Søndenå, Kari
University of Stavanger, Norway
Supervising texts with a bachelor thesis as its outcome, has been prioritized in the Norwegian Early Childhood Teacher Education. The focus has been on recruiting enough supervisors, and on qualifying supervisors. There has not been a similar focus on the bachelor texts as such, and on questions concerning what kind of function these texts should have in professional education. From a Bakhtinian dialogic perspective we value variation and change in student subjectivity as a fruitful, rather than a problematic means of enhancing quality. The current study has two main research questions: (1) what typologies of subjectivity can be identified in student’s bachelor texts, and (2) what typologies of subjectivity are given priority and how these priorities respond to the possibility of change. Concerning the first question, students’ legitimations have been identified as typologies of uncomplicated and complex subjectivity. As for the second question we observed that individual voices in bachelor students’ texts were not given equal status compared with more powerful generic voices that represent sameness. The latter voices are interpreted as articulated intentions in the national curriculum for the Early Childhood Education and Care, and in local curricula. An important insight from this study is that changes in subjectivity is tightly connected to sameness for all bachelor students and educational cannons. Student subjectivity seems to be fixed and finished and in status of adjustment to universal claims. Such insight generates new questions concerning the space for students’ lived experience, emotions and creativity in higher education.
University Library System, University of Pittsburgh
2020-01-06 10:25:14
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/304
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 8 (2020)
eng
Copyright (c) 2020 Bente Vatne, Mikhail Gradovski, Kari Søndenå
oai:ojs.dpj.pitt.edu:article/306
2021-08-24T14:52:59Z
dpj1:SI%3ASUP-ADV
"201007 2020 eng "
2325-3290
dc
Challenging the politics of education: Intertwining dialogic pedagogy with a research-based practicum for first-year pre-service teachers
Barbosa, Perla
New Mexico State University https://orcid.org/0000-0002-8182-8883
Wang, Wenjie
New Mexico State University
The public education system in the United States has long been under assault from neoliberal educational reforms. Those reforms have been characterized by anti-democratic and homogenizing assessment methods and systems that reinforce the banking model of education. In this model, students learn to passively and uncritically consume the knowledge transmitted to them in school. In order to counteract the banking model, this research urged first-year, pre-service teachers (PSTs) in an Introduction with Internship in Bilingual/ESL Education college coursework to engage in a dialogic problem-posing pedagogy grounded in a Freirian perspective. PSTs conducted a mini research-based practicum (RBP) that was six weeks long and required a total of 24-hour field observations across local public elementary schools. The RBP framework consisted of a research question, a mini literature review, practicum observations, findings, a group-written report, and a group presentation. In this study, we analyzed the RBP process and data sources that responded to our guiding question: What counts as good teaching according to PSTs? The major findings included: (a) good teaching means relationship building, (b) good teaching starts with understanding the multiple roles of the teacher, and (c) good teaching is inclusive. We discussed the transformative moves that PSTs went through while engaging in a dialogic problem-posing pedagogy. Teacher-educators (TEs) can benefit from this study, as the viability of the transformative effects of a dialogic problem-posing pedagogy, along with its challenges and coping methods, were discussed.
University Library System, University of Pittsburgh
2020-01-06 10:25:14
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/306
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 8 (2020)
eng
Copyright (c) 2020 Perla Barbosa, Wenjie Wang
oai:ojs.dpj.pitt.edu:article/308
2021-08-24T14:52:58Z
dpj1:SI%3ASUP-ADV
"201026 2020 eng "
2325-3290
dc
Dialogic pedagogy in graduate teacher education research advisement: A narrative account of three teacher educators
Baxan, Victorina
OISE, University of Toronto
Pattison-Meek, Joanne
OISE, University of Toronto
Campbell, Andrew B.
OISE, University of Toronto
Research methods courses often tend to focus on transferring technical information to students rather than offer a more dialogical approach to learning (Barraket, 2005; Kilburn et al., 2014). By drawing on the concept of self-study (Bullough & Pinnegar, 2001), through personal journals and retrospective reflections, this paper explores learning activities introduced in three teacher education graduate research methods courses to support student learning beyond the mastering of research skills or techniques. Narratives of three teacher educators illustrate how teacher candidates can dialogically reflect on research-related topics with peers, bring questions forward for discussion in class and online, apply their emerging technical research skills through collective analysis of a situation, and grow collective knowledge. Teacher candidates recognize the importance of research in their work, although their passion for conducting research is influenced by varied constraints, including research design, programmatic and personal limitations.
University Library System, University of Pittsburgh
2020-01-06 10:25:14
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/308
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 8 (2020)
eng
Copyright (c) 2020 Victorina Baxan, Joanne Pattison-Meek, Andrew B. Campbell
oai:ojs.dpj.pitt.edu:article/311
2021-08-24T14:52:59Z
dpj1:SI%3ASUP-ADV
"201007 2020 eng "
2325-3290
dc
“My tutor doesn’t say that”: The legitimized voices in dialogic reflection on teaching practices
Cubero, Mercedes
University of Seville https://orcid.org/0000-0003-0417-4246
Bascón, Miguel Jesús
University of Seville https://orcid.org/0000-0003-0226-8943
Cubero-Pérez, Rosario
University of Seville https://orcid.org/0000-0002-1628-5392
In the construction of teachers’ professional knowledge, reflective practices are a fundamental tool that responds to the need to connect theoretical principles with practical resources and to the improvement of teaching by means of critical analysis. The Practicum, as a dialogic structure for the explanation and interpretation of teaching practices, provides teachers in training an opportunity to build their own understanding based on dialogue and reflection. Invocation is one of the resources used to legitimize scientific or disciplinary knowledge in joint reflection. Qualified voices are called and made present in classroom discourse to validate descriptions or explanations. We are interested in defining the profile of the invocations introduced in dialogic reflection, as sources of legitimation of knowledge, and identify the patterns in the sequence of the invocations' appearance. This work consists of an exploratory study of multiple cases, in which each case is a classroom unit composed of a tutor and her student teachers. Two cases from the Practicum in a Primary Education Teacher Degree were selected. A category system was developed for the analysis of invocations and organized into four dimensions: academic or professional knowledge, experiential knowledge, invocation of truth, and invocation of ideology or values. Results allow us to highlight some relevant conclusions. Invocations are a widespread resource in a process of dialogic reflection to legitimize the interpretation of educational practices. The participation of student teachers in dialogic reflection is possible and abundant thanks to the experience of the Practicum, which provides a validity criterion for their arguments, supported by the invocation to the authority of teaching experiences. In this study, tutors’ efforts to connect pedagogical principles with personal experiences in the Practicum have not clearly translated into student reflections in the same direction. The paper finishes paying attention to the competencies and training that Practicum tutors need.
University Library System, University of Pittsburgh
2020-01-06 10:25:14
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/311
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 8 (2020)
eng
Copyright (c) 2020 Mercedes Cubero, Miguel Jesús Bascón, Rosario Cubero-Pérez
oai:ojs.dpj.pitt.edu:article/312
2020-06-05T18:37:20Z
dpj1:SBET
"200106 2020 eng "
2325-3290
dc
Controversies and consensus in research on dialogic teaching and learning
Asterhan, Christa S. C.
The Hebrew University of Jerusalem
Howe, Christine
Cambridge University
United Kingdom
Lefstein, Adam
Department of Education,
Ben-Gurion University of the Negev,
Israel
Matusov, Eugene
School of Education
University of Delaware, Newark, DE, United States
Reznitskaya, Alina
Montclair State University,
USA
Scholarly interest in dialogic pedagogy and classroom dialogue is multi-disciplinary and draws on a variety of theoretical frameworks. On the positive side, this has produced a rich and varied body of research and evidence. However, in spite of a common interest in educational dialogue and learning through dialogue, cross-disciplinary engagement with each other’s work is rare. Scholarly discussions and publications tend to be clustered in separate communities, each characterized by a particular type of research questions, aspects of dialogue they focus on, type of evidence they bring to bear, and ways in which standards for rigor are constructed. In the present contribution, we asked four leading scholars from different research traditions to react to four provocative statements that were deliberately designed to reveal areas of consensus and disagreement[1]. Topic-wise, the provocations related to theoretical foundations, methodological assumptions, the role of teachers, and issues of inclusion and social class, respectively. We hope that these contributions will stimulate cross- and trans-disciplinary discussions about dialogic pedagogy research and theory.[1] The authors of this article are five scholars, the dialogic provocateur and the four respondents. The order of appearance of the authors was determined alphabetically.
University Library System, University of Pittsburgh
2020-01-06 10:25:14
Scholarship beyond essayistic text
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/312
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 8 (2020)
eng
Copyright (c) 2020 Christa S. C. Asterhan, Christine Howe, Adam Lefstein, Eugene Matusov, Alina Reznitskaya
oai:ojs.dpj.pitt.edu:article/313
2020-06-05T18:36:40Z
dpj1:REW
"200214 2020 eng "
2325-3290
dc
Theoretical Promises and Methodological Troubles Capturing Dialogical Discourse in Classroom Research
Gregory, Christian George
Saint Anselm College http://orcid.org/0000-0003-0791-9469 http://orcid.org/0000-0003-0791-9469
A review of Skidmore, D & K. Murakami (Eds). (2016). Dialogic pedagogy: The importance of dialogue in teaching and learning. Bristol, United Kingdom: Multilingual Matters
Skidmore and Murakami’s collection of essays takes on a dual theoretical and empirical project: first, to define and advocate for dialogical classroom pedagogy; and second, to unearth such practice through microstudies of classroom dialogue. This project divides itself neatly in half: the first six chapters trace the theory of dialogic pedagogy, including the history of discourse, coding, and practices, while the remaining seven are devoted to empirical studies marked by a careful microanalysis of dialogue.
The work distinguishes itself from scholarship on the dialogical the past 20 years, during which works have either been single-authored, deeply-researched, and theoretical (Matusov, 2009a; Wegerif, 2013) or vast collections of essays organized conceptually (Ball & Freedman, 2004; White & Peters, 2011; Ligorio & Cesar, 2013). While special journal editions have brought new focus to unexplored threads of the dialogical, such as the exploration of silence in the classroom or the history of the School of the Dialogue of Cultures (Matusov 2009b), this collection affords considerable latitude to its theoretical and historical frame. A comparable work of conceptual breadth is that of White (2016), whose publication frames classroom research of lower school learners with concepts from Bakhtin. Like White’s work, Skidmore and Murakami paint at once in broad strokes and miniature: on the one hand, the collection situates dialogical pedagogy into its historical context, interweaving the work of early Russian theorists; at the same time, it offers granular studies of classroom dialogue. Since Skidmore authors or co-authors seven of the 13 chapters, the collection somewhat serves as a project of singular intent, one that raises a persistent question as to whether the methodologies in the studies presented in the second half of the work, focused on Conversational Analysis (CA) and the Discourse Analysis (DA), cohere to the ambitions of dialogical pedagogy offered in the first. In the end, the promise that CA affords greater magnification of classroom moments does not overcome what may be a limitation of the methodology to unearth dialogic pedagogy.
University Library System, University of Pittsburgh
2020-01-06 10:25:14
Reviews
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/313
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 8 (2020)
eng
Copyright (c) 2020 Christian George Gregory
oai:ojs.dpj.pitt.edu:article/314
2020-06-05T18:37:00Z
dpj1:EDTL
"200107 2020 eng "
2325-3290
dc
Pattern-recognition, intersubjectivity, and dialogic meaning-making in education
Matusov, Eugene
School of Education
University of Delaware, Newark, DE, United States
From a conventional monological view, meaning-making is located in a particular statement. In conventional schools, students are positioned to be enactors of ready-made knowledge and skills on teacher’s demand based on their pattern-recognition and production, rather than to be authors of their own education, learning, knowledge, and meaning. Pattern recognition involves the emergence of active production of diverse potential patterns that may or may not approximate well the targeted pattern (“sprouting”). The sprouting can be guided (“supervised”) by an expert or unguided, mediated or unmediated. These diverse potential patterns are sequentially evaluated about how likely each of them can be close to the targeted pattern. In each evaluation, the probabilistic confidence of some patterns grows while some other patterns decrease. In contrast, according to Bakhtin, meaning-making is defined as the relationship between a genuine, interested, information-seeking, question and serious response to it. From the Bakhtinian dialogic perspective, a statement does not have any meaning until it is viewed as a reply to some question in an internally persuasive discourse. A student’s meaning-making process starts with a genuine, interested, information-seeking, question raised by the student. At least, when a student cannot yet formulate this genuine question, they have to be pregnant with such a question, experiencing a certain puzzlement, uneasiness, curiosity, tension, and so on. Another aspect of dialogic meaning-making is interaddressivity. A student is interested in other people: 1) in what other people may think and how they feel about it; however these people define this it, and 2) in other people as such – in what they are doing, feeling, relating, and thinking about; in the relationship with these people; in the potential that these people may realize and offer; and so on.
University Library System, University of Pittsburgh
2020-01-06 10:25:14
Editorial
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/314
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 8 (2020)
eng
Copyright (c) 2020 Eugene Matusov
oai:ojs.dpj.pitt.edu:article/317
2021-08-24T14:52:57Z
dpj1:ART
"210504 2021 eng "
2325-3290
dc
Opportunities and challenges of dialogic pedagogy in art museum education
Dysthe, Olga
University of Bergen
The aim of this interpretative, qualitative research study is to investigate affordances and constraints of dialogic pedagogy in the museums, as well as its broader contribution to society today. The background is my involvement in a Danish development project called ‘Museums and Cultural Institutions as Spaces for Citizenship,’ initiated by seven art museum educators in Copenhagen and supported by the Ministry of Culture. Denmark has a strong dialogic tradition dating back to Grundtvig’s belief in the power of ´the oral word’ to foster democratic ‘Bildung.’ Museum education, on the other hand, has a long tradition of monologic transmission. Still, a more participatory pedagogy has been gaining ground over many years.
This study is based on the observations of three-hour-long teaching sessions in seven museums and has a Bakhtinian framework. While the overall analysis builds on the whole project, two cases are discussed in more detail. The overarching research question is how central aspects of dialogic pedagogy played out in an art museum context and its opportunities and challenges. The subquestions focus on three central Bakhtinian concepts: How did the educators facilitate multivoicedness during the short museum visits? What role did difference and disagreement play? What opportunities emerged for students to develop internally persuasive discourse? I have chosen these concepts because they are central in dialogism and combined them because they are closely connected in Bakhtin’s work. The final reflections open a wider perspective of how dialogic museum education may contribute to overarching functions of education: qualification, socialization, and subjectification.
Key findings were that the museum educators’ transition from traditional to dialogic pedagogy was enhanced by their genuine interest in hearing students’ voices. They succeeded in engaging students in multivoiced dialogues but with a tendency towards harmonization rather than the exploration of diversity and difference. The practical aesthetic workshops offered unique opportunities for students to develop their internally persuasive word, i.e., by replacing authoritative interpretations of artworks with their own. Challenges experienced by the educators were, e.g., the dilemmas between preplanning and student choice and between disseminating their professional art knowledge and facilitating students’ meaning making and creativity. In contrast, students found the lack of workshop follow-up problematic.
The article provides deeper insight into museums as an alternative pedagogical arena. Museum educators and non-museum classroom teachers may find it useful for cultivating greater dialogic interactions in respective learning contexts.
University Library System, University of Pittsburgh
2021-02-15 10:18:05
Peer-reviewed Article
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/317
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 9 (2021)
eng
Copyright (c) 2021 Olga Dysthe
oai:ojs.dpj.pitt.edu:article/319
2021-08-24T14:53:04Z
dpj1:ART
"200814 2020 eng "
2325-3290
dc
Sink or swim? Responsible situated agency constructed by socioeconomically underprivileged students of English in neoliberal Brazil
Figueredo, Carla Janaina
Universidade Federal de GoiasFederal University of Goias https://letras.ufg.br/ https://orcid.org/0000-0001-9097-6290
This article discusses the results of a four-year investigation on the neoliberal challenges faced by socioeconomically underprivileged students in Brazil who were majoring in English teaching. It is a qualitative study that employs the concept of language as a sociocultural and dialogical practice as well as the concepts of responsibility and agency; it also examines the relationship between these students’ experiences and neoliberalism as seen in language education. The data generated by questionnaires, students’ essays, and semi-structured interviews reveal that the participants’ initiatives to engage themselves in outside classroom interactions acted as counter-centralizing forces. By exercising their responsible situated agency towards their English language appropriation process, these participants react against neoliberal challenges viewed here as hierarchical centripetal forces that constrain their access to different kinds of capital. The study participants are also guided by the agency of spaces promoted by discourses marked by decolonial thinking; however, though these students find different ways to negotiate neoliberal challenges, it is still crucial that the faculty in charge of the investigated context build on existing decolonial practices in the classroom. In doing so, more students can become part of “discursive actions” that foster their responsible situated agency towards a more egalitarian society.
University Library System, University of Pittsburgh
2020-01-06 10:25:14
Peer-reviewed Article
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/319
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 8 (2020)
eng
Copyright (c) 2020 Carla Janaina Figueredo
oai:ojs.dpj.pitt.edu:article/322
2021-08-24T14:52:58Z
dpj1:SI%3ASUP-ADV
"201026 2020 eng "
2325-3290
dc
Ethical dilemmas in field placements: The experiences of social work students in Norway and possible implications for social work education
Eriksen, Heidi Lie
University of Stavanger https://orcid.org/0000-0001-9072-8078
Gradovski, Mikhail
https://orcid.org/0000-0003-3098-1447
The study reported in this paper focuses on social work students’ experiences of ethical challenges, including dilemmas, during their field placements. Moreover, drawing on dialogical approach and the results of the thematic analysis, the authors discuss what ethical dilemmas the students experience during their in-field practice, and what implications the handling of these ethical dilemmas can have for the organization of social work education. The findings that are reported in this article are the results of the analysis of six sets of data collected with the help of interviews. The interpretive framework used in this study is a dialogical approach. The research strategy has been a qualitative approach, and the data collection has taken place in semi-natural settings. The thematic analysis of the data lead to four major themes of ethical challenges that the students experienced in their field placements. The first theme concerns structural conditions on a macro level that the students were confronted with when in practice. The second theme is about ethical challenges due to the students´ lack of knowledge and experience in the field. The third theme presents challenges in direct work with service users related to the students´ awareness of values and perspectives. The fourth theme concerns ethical challenges that occurred when students interacted with others in the organizations where the field placements took place. We argue that due to the fact that the authorial agency of any learner consists of personal attitudes, goals, values, knowledge, competences, and skills, it is important to organize supervision activities in a way that allows discussions in free and fearless environments so that the student could learn and unlearn knowledge and skills. This means that in-field placements should be viewed as learning arenas for various types of knowledge and skills, including knowledge on themselves, and not just places where the students can gain only strictly professional practical knowledge and try out their theoretical knowledge.
University Library System, University of Pittsburgh
2020-01-06 10:25:14
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/322
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 8 (2020)
eng
Copyright (c) 2020 Heidi Lie Eriksen, Mikhail Gradovski
oai:ojs.dpj.pitt.edu:article/331
2023-01-19T15:25:33Z
dpj1:ART
"230119 2023 eng "
2325-3290
dc
Teacher as a benevolent dictator: Promoting a culture of democratic dialogic education in a conventional university
Matusov, Eugene
University of Delaware, USA
This essay provides a grounded critical discussion of why a professor might limit their undergraduate students’ sovereignty of educational decision-making to promote an opportunity for a democratic dialogic culture in the class situated in a conventional university. On the one hand, both democracy and dialogue require voluntary participation by the students in their education and dialogue and their sovereignty over collective decision-making and educational reasoning. On the other hand, this participation is based on the students’ socialization in a special culture which might often be at odds with their sovereignty. It is difficult for many students to freely choose democracy and dialogue in education when they are embedded in a conventional educational institution based on Kantian educational paternalism and foisted education. Also, the students are often culturally unfamiliar with such concepts as “democracy,” “dialogue,” and “self-education,” let alone their practical implications. To address these contradictions, I introduce the notion of the “teacher as a benevolent dictator.” I discuss, problematize, and analyze the forms of this benevolent dictatorship, its potential pitfalls, and promises.
University Library System, University of Pittsburgh
2023-01-19 10:24:07
Peer-reviewed Article
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/331
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 11 No. 2 (2023): Dialogic Pedagogy and Democratic Education
eng
Copyright (c) 2023 Eugene Matusov
oai:ojs.dpj.pitt.edu:article/339
2021-08-24T14:53:01Z
dpj1:Student+Freedom
"200921 2020 eng "
2325-3290
dc
“Yes, but…” Yes, and…” - A Sympathetic Challenge (and Reframing) of Matusov’s “The Right for Freedom of Education.”
Currie-Knight, Kevin
In this response to Matusov's "Right for Freedom in Education," I will offer two “yes, but…” concerns about crucial complexities of this freedom that I think Matusov leaves unaddressed, and a “yes, and…” alternative pragmatic justification of this freedom that differs from, but I think is more compelling than, Matusov’s.
University Library System, University of Pittsburgh
2020-01-06 10:25:14
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/339
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 8 (2020)
eng
Copyright (c) 2020 Kevin Currie-Knight
oai:ojs.dpj.pitt.edu:article/345
2021-08-24T14:53:02Z
dpj1:Student+Freedom
"200918 2020 eng "
2325-3290
dc
Exploration of students’ thoughts about their right to freedom of education
Shugurova, Olga
PhD in Educational Sustainability, University of Manitoba
In this reflective paper, I respond to Dr. Matusov’s (2020) eloquent philosophical exploration of “students’ right to freedom of education. In doing so, I pursue a narrative inquiry (Bruner, 1987; Clandinin, Murphy, Huber, & Orr, 2010; Clandinin, 2013; Hong, Falter, & Fecho, 2017) to explore my students’ self-generated meanings of their educational freedom in our teacher education classroom. I wonder whether freedom of education can be presented as a transcendental concept of self-examination and taught as the student’s right for it without a critical deconstruction of the tentious and fictitious materiality of freedom. Also, I wonder what my students think when they are provoked to claim their right to freedom of education. This reflection reveals that students’ right of freedom is not necessarily about their own self-examination, freedom is a creative force of self-expression. More specifically, freedom is the self-conscious act of discovery of itself (i.e., freedom) in everything my students do as a part of their classroom learning and education. All in all, freedom does not have any meaning at all since meaning emerges in the act of freedom itself, or rather in the creative act of being free.
University Library System, University of Pittsburgh
2020-01-06 10:25:14
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/345
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 8 (2020)
eng
Copyright (c) 2020 Olga Shugurova
oai:ojs.dpj.pitt.edu:article/346
2021-08-24T14:53:01Z
dpj1:Student+Freedom
"200921 2020 eng "
2325-3290
dc
Education-for-Myself and Education-for-the Other: The Right to Freedom of Education and Mikhail Bakhtin’s Experience
Osovsky, Oleg
Mordovia State Pedagogical Institute, Russia
Kirzhaeva, Vera
National Research Mordovia State University, Russia
Chernetsova, Ekaterina
National Research University Higher School of Economics, Russia
Maslova, Elizaveta
Plekhanov Russian University of Economics, Russia
The article contains reflections on the problem which has arised in Eugene Matusov's article on freedom of education, and considers the experience of Mikhail Bakhtin as an example of the way the right to the freedom can be fulfilled. Not only Bakhtin's life and ideas play a significant role in contemporary social and educational theories and practices, but they reveal how education becomes a result of selection of particular knowledge and one's conscious choice. The core of the article is a correlation of notions “Education-for-myself” and “Education-for-the other” which are taken by the authors as derivatives of the terms of Bakhtin’s early philosophy “I-for-myself” and “I-for-the other”. Thus ideas of “Education-for-an individual” and “Education-for-the society” result from the reflections and can be evidence of the need in mutual understanding and dialogue in order to achieve freedom of education.
University Library System, University of Pittsburgh
2020-01-06 10:25:14
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/346
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 8 (2020)
eng
Copyright (c) 2020 Oleg Osovsky, Vera Kirzhaeva, Ekaterina Chernetsova, Elizaveta Maslova
oai:ojs.dpj.pitt.edu:article/347
2021-08-24T14:53:00Z
dpj1:Student+Freedom
"200921 2020 eng "
2325-3290
dc
Free Will and Heutagogy
Shpeizer, Raz
Kaye Academic College of Education
Glassner, Amnon
Kaye Academic College of Education
In this paper we argue that there are at least two conditions for the adequate realization of the capacity of free will – and thus of the realization of the right to freedom of education – that are missing from Matusov's account, and needed to be integrated with it in order to enable the successful implementation of the right to freedom of education principle. We will then offer a different typology of the field of education, a typology that is complementary, rather than contradictory, to Matusov's typology, and use this typology – especially the concept of heutagogy – to offer a way that optimizes freedom of will in education
University Library System, University of Pittsburgh
2020-01-06 10:25:14
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/347
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 8 (2020)
eng
Copyright (c) 2020 Raz Shpeizer , Amnon Glassner
oai:ojs.dpj.pitt.edu:article/349
2021-08-24T14:53:01Z
dpj1:Student+Freedom
"200918 2020 eng "
2325-3290
dc
Who Sets the Limits of Educational Freedom?
King, Jeffry
Texas State University
This article is a response to Matusov's argument for a student's right to define the limits of their own education. While I agree with Matusov's premise, I argue that his solution is framed as a dualism, which may undermine the dialogic principles of his call to students' educational freedoms. I propose that viewing students' educational freedoms through Bakhtin's arhcitectonic self removes the dualism of Matusov's argument, and close by providing an example of the architectonic self in practice within the teacher-student relationship.
University Library System, University of Pittsburgh
2020-01-06 10:25:14
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/349
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 8 (2020)
eng
Copyright (c) 2020 Jeffry King
oai:ojs.dpj.pitt.edu:article/352
2021-08-24T14:53:04Z
dpj1:COMN
"200821 2020 eng "
2325-3290
dc
Response to “Moving from collaboration to critical dialogue in action in education” by Matusov & Pease-Alverez, 2020
Middleton, Ray Paul
Fulfilling Lives (Homeless Charity)
Here I reflect and respond to the article on Critical Dialogue in Action: “Moving from collaboration to critical dialogue in action in education” by Matusov and Pease-Alvarez, 2020
University Library System, University of Pittsburgh
2020-01-06 10:25:14
Commentaries
application/pdf
http://dpj.pitt.edu/ojs/dpj1/article/view/352
Dialogic Pedagogy: A Journal for Studies of Dialogic Education; Vol. 8 (2020)
eng
Copyright (c) 2020 Ray Paul Middleton
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