2024-03-29T10:24:09Z
http://dpj.pitt.edu/ojs/dpj1/oai
oai:ojs.dpj.pitt.edu:article/15
2020-06-05T19:04:12Z
dpj1:REW
v2
http://dpj.pitt.edu/ojs/dpj1/article/view/15
2020-06-05T19:04:12Z
University Library System, University of Pittsburgh
Vol. 1 (2013)
Wegerif's 21st century advance on dialogic space
Reviews
White, E. Jayne; University of Waikato, NZ
2013-02-10
Authors who publish with this journal agree to the following terms:
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Revised 7/16/2018. Revision Description: Removed outdated link.
url:http://dpj.pitt.edu/ojs/dpj1/article/view/15
en_US
Book review for Dialogic Pedagogy Journal: Wegerif, R. (2013). Dialogic: Education for the Internet age, London Routledge
oai:ojs.dpj.pitt.edu:article/16
2020-06-05T19:04:32Z
dpj1:REW
v2
http://dpj.pitt.edu/ojs/dpj1/article/view/16
2020-06-05T19:04:32Z
University Library System, University of Pittsburgh
Vol. 1 (2013)
Bakhtinian pedagogy is needed in our postmodern world
Reviews
Gradovski, Mikhail; University College of Telemark
2013-01-28
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The Author shall grant to the Publisher and its agents the nonexclusive perpetual right and license to publish, archive, and make accessible the Work in whole or in part in all forms of media now or hereafter known under a Creative Commons Attribution 4.0 International License or its equivalent, which, for the avoidance of doubt, allows others to copy, distribute, and transmit the Work under the following conditions:
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Authors are permitted and encouraged to post online a prepublication manuscript (but not the Publisher’s final formatted PDF version of the Work) in institutional repositories or on their Websites prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work. Any such posting made before acceptance and publication of the Work shall be updated upon publication to include a reference to the Publisher-assigned DOI (Digital Object Identifier) and a link to the online abstract for the final published Work in the Journal.
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Revised 7/16/2018. Revision Description: Removed outdated link.
url:http://dpj.pitt.edu/ojs/dpj1/article/view/16
en_US
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
oai:ojs.dpj.pitt.edu:article/45
2020-06-05T19:03:29Z
dpj1:REW
v2
http://dpj.pitt.edu/ojs/dpj1/article/view/45
2020-06-05T19:03:29Z
University Library System, University of Pittsburgh
Vol. 1 (2013)
Dialogue-based teaching: The art museum as a learning space
Reviews
Clarkin-Phillips, Jeanette; University of Waikato, Hamilton,
2013-08-20
Authors who publish with this journal agree to the following terms:
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The Author shall grant to the Publisher and its agents the nonexclusive perpetual right and license to publish, archive, and make accessible the Work in whole or in part in all forms of media now or hereafter known under a Creative Commons Attribution 4.0 International License or its equivalent, which, for the avoidance of doubt, allows others to copy, distribute, and transmit the Work under the following conditions:
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Authors are permitted and encouraged to post online a prepublication manuscript (but not the Publisher’s final formatted PDF version of the Work) in institutional repositories or on their Websites prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work. Any such posting made before acceptance and publication of the Work shall be updated upon publication to include a reference to the Publisher-assigned DOI (Digital Object Identifier) and a link to the online abstract for the final published Work in the Journal.
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Revised 7/16/2018. Revision Description: Removed outdated link.
url:http://dpj.pitt.edu/ojs/dpj1/article/view/45
dialogue
museum education
multivoicedness
en_US
Book review: Olga Dysthe, Nana Bernhardt & Line Esbjørn (2013). Dialogue-based teaching. The art museum as a learning space. Copenhagen, Denmark: Skoletjenesten.
oai:ojs.dpj.pitt.edu:article/58
2020-06-05T19:03:07Z
dpj1:REW
v2
http://dpj.pitt.edu/ojs/dpj1/article/view/58
2020-06-05T19:03:07Z
University Library System, University of Pittsburgh
Vol. 1 (2013)
Dialogic approaches to the study of subjectivity
Reviews
Otrel-Cass, Kathrin; Aalborg University
2013-08-23
Authors who publish with this journal agree to the following terms:
The Author retains copyright in the Work, where the term “Work” shall include all digital objects that may result in subsequent electronic publication or distribution.
Upon acceptance of the Work, the author shall grant to the Publisher the right of first publication of the Work.
The Author shall grant to the Publisher and its agents the nonexclusive perpetual right and license to publish, archive, and make accessible the Work in whole or in part in all forms of media now or hereafter known under a Creative Commons Attribution 4.0 International License or its equivalent, which, for the avoidance of doubt, allows others to copy, distribute, and transmit the Work under the following conditions:
Attribution—other users must attribute the Work in the manner specified by the author as indicated on the journal Web site;
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Authors are permitted and encouraged to post online a prepublication manuscript (but not the Publisher’s final formatted PDF version of the Work) in institutional repositories or on their Websites prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work. Any such posting made before acceptance and publication of the Work shall be updated upon publication to include a reference to the Publisher-assigned DOI (Digital Object Identifier) and a link to the online abstract for the final published Work in the Journal.
Upon Publisher’s request, the Author agrees to furnish promptly to Publisher, at the Author’s own expense, written evidence of the permissions, licenses, and consents for use of third-party material included within the Work, except as determined by Publisher to be covered by the principles of Fair Use.
The Author represents and warrants that:
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Revised 7/16/2018. Revision Description: Removed outdated link.
url:http://dpj.pitt.edu/ojs/dpj1/article/view/58
dialogic
Bakhtin
identity
subjectivity
en_US
Book Review Sullivan, P. (2012). Qualitative Data Analysis: Using a dialogic approach. Los Angeles: SAGE Publications Ltd. ISBN 978-1-84920-609-9
oai:ojs.dpj.pitt.edu:article/83
2020-06-05T19:01:37Z
dpj1:REW
v2
http://dpj.pitt.edu/ojs/dpj1/article/view/83
2020-06-05T19:01:37Z
University Library System, University of Pittsburgh
Vol. 2 (2014)
Epistemological Approaches to Dialogic Teaching in a Conventional Setting - Critical Review
Reviews
Abd Elkader, Nermine; University of Delaware
2014-04-01
Authors who publish with this journal agree to the following terms:
The Author retains copyright in the Work, where the term “Work” shall include all digital objects that may result in subsequent electronic publication or distribution.
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The Author shall grant to the Publisher and its agents the nonexclusive perpetual right and license to publish, archive, and make accessible the Work in whole or in part in all forms of media now or hereafter known under a Creative Commons Attribution 4.0 International License or its equivalent, which, for the avoidance of doubt, allows others to copy, distribute, and transmit the Work under the following conditions:
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Authors are permitted and encouraged to post online a prepublication manuscript (but not the Publisher’s final formatted PDF version of the Work) in institutional repositories or on their Websites prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work. Any such posting made before acceptance and publication of the Work shall be updated upon publication to include a reference to the Publisher-assigned DOI (Digital Object Identifier) and a link to the online abstract for the final published Work in the Journal.
Upon Publisher’s request, the Author agrees to furnish promptly to Publisher, at the Author’s own expense, written evidence of the permissions, licenses, and consents for use of third-party material included within the Work, except as determined by Publisher to be covered by the principles of Fair Use.
The Author represents and warrants that:
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Revised 7/16/2018. Revision Description: Removed outdated link.
url:http://dpj.pitt.edu/ojs/dpj1/article/view/83
en_US
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.
oai:ojs.dpj.pitt.edu:article/147
2020-06-05T18:56:32Z
dpj1:REW
v2
http://dpj.pitt.edu/ojs/dpj1/article/view/147
2020-06-05T18:56:32Z
University Library System, University of Pittsburgh
Vol. 3 (2015)
Reflecting on the place of dialogue and the nature of adult motivations within early childhood research
Reviews
Tallant, Laura; University of East Anglia
2015-05-29
Authors who publish with this journal agree to the following terms:
The Author retains copyright in the Work, where the term “Work” shall include all digital objects that may result in subsequent electronic publication or distribution.
Upon acceptance of the Work, the author shall grant to the Publisher the right of first publication of the Work.
The Author shall grant to the Publisher and its agents the nonexclusive perpetual right and license to publish, archive, and make accessible the Work in whole or in part in all forms of media now or hereafter known under a Creative Commons Attribution 4.0 International License or its equivalent, which, for the avoidance of doubt, allows others to copy, distribute, and transmit the Work under the following conditions:
Attribution—other users must attribute the Work in the manner specified by the author as indicated on the journal Web site;
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The Author is able to enter into separate, additional contractual arrangements for the nonexclusive distribution of the journal's published version of the Work (e.g., post it to an institutional repository or publish it in a book), as long as there is provided in the document an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post online a prepublication manuscript (but not the Publisher’s final formatted PDF version of the Work) in institutional repositories or on their Websites prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work. Any such posting made before acceptance and publication of the Work shall be updated upon publication to include a reference to the Publisher-assigned DOI (Digital Object Identifier) and a link to the online abstract for the final published Work in the Journal.
Upon Publisher’s request, the Author agrees to furnish promptly to Publisher, at the Author’s own expense, written evidence of the permissions, licenses, and consents for use of third-party material included within the Work, except as determined by Publisher to be covered by the principles of Fair Use.
The Author represents and warrants that:
the Work is the Author’s original work;
the Author has not transferred, and will not transfer, exclusive rights in the Work to any third party;
the Work is not pending review or under consideration by another publisher;
the Work has not previously been published;
the Work contains no misrepresentation or infringement of the Work or property of other authors or third parties; and
the Work contains no libel, invasion of privacy, or other unlawful matter.
The Author agrees to indemnify and hold Publisher harmless from Author’s breach of the representations and warranties contained in Paragraph 6 above, as well as any claim or proceeding relating to Publisher’s use and publication of any content contained in the Work, including third-party content.
Revised 7/16/2018. Revision Description: Removed outdated link.
url:http://dpj.pitt.edu/ojs/dpj1/article/view/147
Bakhtin
relationships
dialogue
carnivalesque
en_US
AbstractBook 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.
oai:ojs.dpj.pitt.edu:article/162
2020-06-05T18:54:47Z
dpj1:REW
v2
http://dpj.pitt.edu/ojs/dpj1/article/view/162
2020-06-05T18:54:47Z
University Library System, University of Pittsburgh
Vol. 3 (2015)
Bakhtin for Preschool Teachers
Reviews
Ferholt, Beth; Brooklyn COllege, City University of New York
2015-10-27
Authors who publish with this journal agree to the following terms:
The Author retains copyright in the Work, where the term “Work” shall include all digital objects that may result in subsequent electronic publication or distribution.
Upon acceptance of the Work, the author shall grant to the Publisher the right of first publication of the Work.
The Author shall grant to the Publisher and its agents the nonexclusive perpetual right and license to publish, archive, and make accessible the Work in whole or in part in all forms of media now or hereafter known under a Creative Commons Attribution 4.0 International License or its equivalent, which, for the avoidance of doubt, allows others to copy, distribute, and transmit the Work under the following conditions:
Attribution—other users must attribute the Work in the manner specified by the author as indicated on the journal Web site;
with the understanding that the above condition can be waived with permission from the Author and that where the Work or any of its elements is in the public domain under applicable law, that status is in no way affected by the license.
The Author is able to enter into separate, additional contractual arrangements for the nonexclusive distribution of the journal's published version of the Work (e.g., post it to an institutional repository or publish it in a book), as long as there is provided in the document an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post online a prepublication manuscript (but not the Publisher’s final formatted PDF version of the Work) in institutional repositories or on their Websites prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work. Any such posting made before acceptance and publication of the Work shall be updated upon publication to include a reference to the Publisher-assigned DOI (Digital Object Identifier) and a link to the online abstract for the final published Work in the Journal.
Upon Publisher’s request, the Author agrees to furnish promptly to Publisher, at the Author’s own expense, written evidence of the permissions, licenses, and consents for use of third-party material included within the Work, except as determined by Publisher to be covered by the principles of Fair Use.
The Author represents and warrants that:
the Work is the Author’s original work;
the Author has not transferred, and will not transfer, exclusive rights in the Work to any third party;
the Work is not pending review or under consideration by another publisher;
the Work has not previously been published;
the Work contains no misrepresentation or infringement of the Work or property of other authors or third parties; and
the Work contains no libel, invasion of privacy, or other unlawful matter.
The Author agrees to indemnify and hold Publisher harmless from Author’s breach of the representations and warranties contained in Paragraph 6 above, as well as any claim or proceeding relating to Publisher’s use and publication of any content contained in the Work, including third-party content.
Revised 7/16/2018. Revision Description: Removed outdated link.
url:http://dpj.pitt.edu/ojs/dpj1/article/view/162
early childhood education
dialogue
Bakhtinian concepts
answerability
becoming
aesthetics
authorship
polyphony
en_US
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.
oai:ojs.dpj.pitt.edu:article/171
2020-06-05T18:52:37Z
dpj1:REW
v2
http://dpj.pitt.edu/ojs/dpj1/article/view/171
2020-06-05T18:52:37Z
University Library System, University of Pittsburgh
Vol. 4 (2016)
Applying Intersubjectivity for Professional Development
Reviews
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
2016-03-31
Authors who publish with this journal agree to the following terms:
The Author retains copyright in the Work, where the term “Work” shall include all digital objects that may result in subsequent electronic publication or distribution.
Upon acceptance of the Work, the author shall grant to the Publisher the right of first publication of the Work.
The Author shall grant to the Publisher and its agents the nonexclusive perpetual right and license to publish, archive, and make accessible the Work in whole or in part in all forms of media now or hereafter known under a Creative Commons Attribution 4.0 International License or its equivalent, which, for the avoidance of doubt, allows others to copy, distribute, and transmit the Work under the following conditions:
Attribution—other users must attribute the Work in the manner specified by the author as indicated on the journal Web site;
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The Author is able to enter into separate, additional contractual arrangements for the nonexclusive distribution of the journal's published version of the Work (e.g., post it to an institutional repository or publish it in a book), as long as there is provided in the document an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post online a prepublication manuscript (but not the Publisher’s final formatted PDF version of the Work) in institutional repositories or on their Websites prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work. Any such posting made before acceptance and publication of the Work shall be updated upon publication to include a reference to the Publisher-assigned DOI (Digital Object Identifier) and a link to the online abstract for the final published Work in the Journal.
Upon Publisher’s request, the Author agrees to furnish promptly to Publisher, at the Author’s own expense, written evidence of the permissions, licenses, and consents for use of third-party material included within the Work, except as determined by Publisher to be covered by the principles of Fair Use.
The Author represents and warrants that:
the Work is the Author’s original work;
the Author has not transferred, and will not transfer, exclusive rights in the Work to any third party;
the Work is not pending review or under consideration by another publisher;
the Work has not previously been published;
the Work contains no misrepresentation or infringement of the Work or property of other authors or third parties; and
the Work contains no libel, invasion of privacy, or other unlawful matter.
The Author agrees to indemnify and hold Publisher harmless from Author’s breach of the representations and warranties contained in Paragraph 6 above, as well as any claim or proceeding relating to Publisher’s use and publication of any content contained in the Work, including third-party content.
Revised 7/16/2018. Revision Description: Removed outdated link.
url:http://dpj.pitt.edu/ojs/dpj1/article/view/171
en_US
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)
oai:ojs.dpj.pitt.edu:article/178
2020-06-05T18:50:07Z
dpj1:REW
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http://dpj.pitt.edu/ojs/dpj1/article/view/178
2020-06-05T18:50:07Z
University Library System, University of Pittsburgh
Vol. 5 (2017)
Severe limitations of the poietic individual mind
Reviews
Matusov, Eugene; School of Education
University of Delaware, Newark, DE, United States
2017-01-05
Authors who publish with this journal agree to the following terms:
The Author retains copyright in the Work, where the term “Work” shall include all digital objects that may result in subsequent electronic publication or distribution.
Upon acceptance of the Work, the author shall grant to the Publisher the right of first publication of the Work.
The Author shall grant to the Publisher and its agents the nonexclusive perpetual right and license to publish, archive, and make accessible the Work in whole or in part in all forms of media now or hereafter known under a Creative Commons Attribution 4.0 International License or its equivalent, which, for the avoidance of doubt, allows others to copy, distribute, and transmit the Work under the following conditions:
Attribution—other users must attribute the Work in the manner specified by the author as indicated on the journal Web site;
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Authors are permitted and encouraged to post online a prepublication manuscript (but not the Publisher’s final formatted PDF version of the Work) in institutional repositories or on their Websites prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work. Any such posting made before acceptance and publication of the Work shall be updated upon publication to include a reference to the Publisher-assigned DOI (Digital Object Identifier) and a link to the online abstract for the final published Work in the Journal.
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Revised 7/16/2018. Revision Description: Removed outdated link.
url:http://dpj.pitt.edu/ojs/dpj1/article/view/178
poiesis
praxis
en_US
Review of the 2011 book Thinking, fast and slow by Daniel Kahneman published by New York: Farrar, Straus and Giroux (ISBN: 9780374533557; 499pp.)
oai:ojs.dpj.pitt.edu:article/224
2020-06-05T18:40:19Z
dpj1:REW
v2
http://dpj.pitt.edu/ojs/dpj1/article/view/224
2020-06-05T18:40:19Z
University Library System, University of Pittsburgh
Vol. 7 (2019)
Engaged Dialogic Pedagogy and the Tensions Teachers Face
Reviews
Strickland, T. Hunter; The University of Georgia
2019-02-18
Authors who publish with this journal agree to the following terms:
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Authors are permitted and encouraged to post online a prepublication manuscript (but not the Publisher’s final formatted PDF version of the Work) in institutional repositories or on their Websites prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work. Any such posting made before acceptance and publication of the Work shall be updated upon publication to include a reference to the Publisher-assigned DOI (Digital Object Identifier) and a link to the online abstract for the final published Work in the Journal.
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Revised 7/16/2018. Revision Description: Removed outdated link.
url:http://dpj.pitt.edu/ojs/dpj1/article/view/224
Bakhtin
Standards
Dialogue
Teaching
Engaged Dialogic Practice
en_US
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.
oai:ojs.dpj.pitt.edu:article/313
2020-06-05T18:36:40Z
dpj1:REW
v2
http://dpj.pitt.edu/ojs/dpj1/article/view/313
2020-06-05T18:36:40Z
University Library System, University of Pittsburgh
Vol. 8 (2020)
Theoretical Promises and Methodological Troubles Capturing Dialogical Discourse in Classroom Research
Reviews
Gregory, Christian George; Saint Anselm College
2020-02-14
Authors who publish with this journal agree to the following terms:
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Authors are permitted and encouraged to post online a prepublication manuscript (but not the Publisher’s final formatted PDF version of the Work) in institutional repositories or on their Websites prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work. Any such posting made before acceptance and publication of the Work shall be updated upon publication to include a reference to the Publisher-assigned DOI (Digital Object Identifier) and a link to the online abstract for the final published Work in the Journal.
Upon Publisher’s request, the Author agrees to furnish promptly to Publisher, at the Author’s own expense, written evidence of the permissions, licenses, and consents for use of third-party material included within the Work, except as determined by Publisher to be covered by the principles of Fair Use.
The Author represents and warrants that:
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Revised 7/16/2018. Revision Description: Removed outdated link.
url:http://dpj.pitt.edu/ojs/dpj1/article/view/313
Dialogical Pedagogy
Conversational Analysis
Discourse Analysis
en_US
A review of Skidmore, D & K. Murakami (Eds). (2016). Dialogic pedagogy: The importance of dialogue in teaching and learning. Bristol, United Kingdom: Multilingual MattersSkidmore 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.
oai:ojs.dpj.pitt.edu:article/436
2021-08-24T14:52:57Z
dpj1:REW
v2
http://dpj.pitt.edu/ojs/dpj1/article/view/436
2021-08-24T14:52:57Z
University Library System, University of Pittsburgh
Vol. 9 (2021); R1-6
Fruitful Inspiration: Fresh View on Bakhtinian Dialogism in Some Fields of the Humanities
Reviews
Kirzhaeva, Vera; National Research Mordovia State University
Maslova, Elizaveta ; Plekhanov Russian University of Economics, Moscow
2021-03-11
Authors who publish with this journal agree to the following terms:
The Author retains copyright in the Work, where the term “Work” shall include all digital objects that may result in subsequent electronic publication or distribution.
Upon acceptance of the Work, the author shall grant to the Publisher the right of first publication of the Work.
The Author shall grant to the Publisher and its agents the nonexclusive perpetual right and license to publish, archive, and make accessible the Work in whole or in part in all forms of media now or hereafter known under a Creative Commons Attribution 4.0 International License or its equivalent, which, for the avoidance of doubt, allows others to copy, distribute, and transmit the Work under the following conditions:
Attribution—other users must attribute the Work in the manner specified by the author as indicated on the journal Web site;
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Authors are permitted and encouraged to post online a prepublication manuscript (but not the Publisher’s final formatted PDF version of the Work) in institutional repositories or on their Websites prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work. Any such posting made before acceptance and publication of the Work shall be updated upon publication to include a reference to the Publisher-assigned DOI (Digital Object Identifier) and a link to the online abstract for the final published Work in the Journal.
Upon Publisher’s request, the Author agrees to furnish promptly to Publisher, at the Author’s own expense, written evidence of the permissions, licenses, and consents for use of third-party material included within the Work, except as determined by Publisher to be covered by the principles of Fair Use.
The Author represents and warrants that:
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the Author has not transferred, and will not transfer, exclusive rights in the Work to any third party;
the Work is not pending review or under consideration by another publisher;
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Revised 7/16/2018. Revision Description: Removed outdated link.
url:http://dpj.pitt.edu/ojs/dpj1/article/view/436
Bakhtin
Bakhtin Studies
Dialogism
Dialogic Relations
Dialogic Methods in the Humanities
en_US
A review of Matthias Freise (ed.), 2018., Inspired by Bakhtin: Dialogic Methods in the Humanities, Boston: Academic Studies Press, 2018.
This review provides an analysis of a collection of articles that demonstrate the possibilities of applying dialogic methods in various fields of the humanities. The authors of these articles show how Bakhtinian dialogism functions in the history and theory of literature, sociology and design, in the study of Platonic dialogues, the image of the Other in contemporary cinema and in the practice of psychoanalysis.
The reviewers emphasize that the book fits well with the Bakhtin Studies trend. The dialogical approach to the phenomena of human consciousness allows a new research paradigm that differs from the natural sciences. The emphasis should be placed on the internal relations among the objects of the humanities research. The latter should be considered as a form of dialogue and described within the framework of dialogic methods. Each of the authors gives their own answer to the questions formulated by M. Freise: “How can we define a dialogic method of research in the humanities in general, what would be the specific qualities of such a method?” As a result, reviewers believe, a convincing picture of the internal dialogism of the humanities is constructed in the book.
Despite the fact that special articles on the dialogic method in pedagogy are not included in the book, reviewers believe that the book will be useful for theorists and practitioners of education.
oai:ojs.dpj.pitt.edu:article/440
2022-02-08T14:27:09Z
dpj1:REW
v2
http://dpj.pitt.edu/ojs/dpj1/article/view/440
2022-02-08T14:27:09Z
University Library System, University of Pittsburgh
Vol. 9 (2021); R7-R16
Social education through the lens of Bakhtinian theory
Reviews
Osovsky, Oleg; Mordovia State Pedagogical Institute
Dubrovskaya, Svetlana; Mordovia State University
Chernetsova, Ekaterina; National Research University Higher School of Economics
2021-09-07
Authors who publish with this journal agree to the following terms:
The Author retains copyright in the Work, where the term “Work” shall include all digital objects that may result in subsequent electronic publication or distribution.
Upon acceptance of the Work, the author shall grant to the Publisher the right of first publication of the Work.
The Author shall grant to the Publisher and its agents the nonexclusive perpetual right and license to publish, archive, and make accessible the Work in whole or in part in all forms of media now or hereafter known under a Creative Commons Attribution 4.0 International License or its equivalent, which, for the avoidance of doubt, allows others to copy, distribute, and transmit the Work under the following conditions:
Attribution—other users must attribute the Work in the manner specified by the author as indicated on the journal Web site;
with the understanding that the above condition can be waived with permission from the Author and that where the Work or any of its elements is in the public domain under applicable law, that status is in no way affected by the license.
The Author is able to enter into separate, additional contractual arrangements for the nonexclusive distribution of the journal's published version of the Work (e.g., post it to an institutional repository or publish it in a book), as long as there is provided in the document an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post online a prepublication manuscript (but not the Publisher’s final formatted PDF version of the Work) in institutional repositories or on their Websites prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work. Any such posting made before acceptance and publication of the Work shall be updated upon publication to include a reference to the Publisher-assigned DOI (Digital Object Identifier) and a link to the online abstract for the final published Work in the Journal.
Upon Publisher’s request, the Author agrees to furnish promptly to Publisher, at the Author’s own expense, written evidence of the permissions, licenses, and consents for use of third-party material included within the Work, except as determined by Publisher to be covered by the principles of Fair Use.
The Author represents and warrants that:
the Work is the Author’s original work;
the Author has not transferred, and will not transfer, exclusive rights in the Work to any third party;
the Work is not pending review or under consideration by another publisher;
the Work has not previously been published;
the Work contains no misrepresentation or infringement of the Work or property of other authors or third parties; and
the Work contains no libel, invasion of privacy, or other unlawful matter.
The Author agrees to indemnify and hold Publisher harmless from Author’s breach of the representations and warranties contained in Paragraph 6 above, as well as any claim or proceeding relating to Publisher’s use and publication of any content contained in the Work, including third-party content.
Revised 7/16/2018. Revision Description: Removed outdated link.
url:http://dpj.pitt.edu/ojs/dpj1/article/view/440
Mikhail Bakhtin
dialogism
dialogic pedagogy
social education
carnival
polyphony
chronotope
en_US
A review of Bakhtin in the Fullness of Time: Bakhtinian Theory and the Process of Social Education, Edited by Craig Brandist, Michael E. Gardiner, E. Jayne White and Carl Mika. L.: Routledge. 2020. 160 p.
The review of the collection of articles Bakhtin in the Fullness of Time: Bakhtinian Theory and the Process of Social Education represents an analysis of the perspectives, main trends, and interpretations of key points, ideas, and concepts of M. M. Bakhtin in the contemporary theory and practice of Social Education.
The book’s nine chapters are grouped within three problem areas, researched by the book’s contributors. This is, in the first place, a re-establishment of those philosophical and sociological sources that trace back to the roots of Bakhtin’s early views that had defined the nature of his responses to the challenges of his time in his early philosophical texts, books about Dostoevsky and books about bildungsroman. Another field of examination is Bakhtin's late dialogue with his contemporaries. Sometimes this dialogue is active and obvious, as it happens in the situation with the latest aesthetic and literary trends in Russia at the beginning of the 1920s. Sometimes this dialogue turns out to be ambiguous, therefore researchers can only guess how to reconstruct it, basing their views on the complementarity of Bakhtin’s ideas and Lev Vygotsky or Paulo Freire’s ones.
An equally important aspect of this collection is a number of articles devoted to how Bakhtin's theory is transformed into "classroom practice", whether it concerns the use of dialogue and its capabilities in interaction with foreigners, providing educational opportunities to the most economically vulnerable segments of South African society, or communication with preschoolers in kindergarten.
The authors of the book managed to create a convincing picture of how Bakhtinian theory is becoming one of the most important elements of contemporary theory and practice of education. At the same time, not only Bakhtinian ideas, primarily the concepts of dialogue, polyphony, carnival, and chronotope, are important, but also that free polyphony, which puts into effect any creative practice.
oai:ojs.dpj.pitt.edu:article/521
2022-10-25T21:02:03Z
dpj1:REW
v2
http://dpj.pitt.edu/ojs/dpj1/article/view/521
2022-10-25T21:02:03Z
University Library System, University of Pittsburgh
Vol. 10 (2022)
Ken Hirschkop’s “new Bakhtin” for the English-speaking students
Reviews
Osovsky, Oleg; Mordovian State Pedagogical Institute
Dubrovskaya, Svetlana; National Research Mordovia State University, Saransk, Russia
Kirzhaeva, Vera; National Research Mordovia State University, Saransk, Russia
Maslova, Elizaveta; Plekhanov Russian University of Economics, Moscow, Russia
2022-09-15
Authors who publish with this journal agree to the following terms:
The Author retains copyright in the Work, where the term “Work” shall include all digital objects that may result in subsequent electronic publication or distribution.
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The Author shall grant to the Publisher and its agents the nonexclusive perpetual right and license to publish, archive, and make accessible the Work in whole or in part in all forms of media now or hereafter known under a Creative Commons Attribution 4.0 International License or its equivalent, which, for the avoidance of doubt, allows others to copy, distribute, and transmit the Work under the following conditions:
Attribution—other users must attribute the Work in the manner specified by the author as indicated on the journal Web site;
with the understanding that the above condition can be waived with permission from the Author and that where the Work or any of its elements is in the public domain under applicable law, that status is in no way affected by the license.
The Author is able to enter into separate, additional contractual arrangements for the nonexclusive distribution of the journal's published version of the Work (e.g., post it to an institutional repository or publish it in a book), as long as there is provided in the document an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post online a prepublication manuscript (but not the Publisher’s final formatted PDF version of the Work) in institutional repositories or on their Websites prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work. Any such posting made before acceptance and publication of the Work shall be updated upon publication to include a reference to the Publisher-assigned DOI (Digital Object Identifier) and a link to the online abstract for the final published Work in the Journal.
Upon Publisher’s request, the Author agrees to furnish promptly to Publisher, at the Author’s own expense, written evidence of the permissions, licenses, and consents for use of third-party material included within the Work, except as determined by Publisher to be covered by the principles of Fair Use.
The Author represents and warrants that:
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the Author has not transferred, and will not transfer, exclusive rights in the Work to any third party;
the Work is not pending review or under consideration by another publisher;
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The Author agrees to indemnify and hold Publisher harmless from Author’s breach of the representations and warranties contained in Paragraph 6 above, as well as any claim or proceeding relating to Publisher’s use and publication of any content contained in the Work, including third-party content.
Revised 7/16/2018. Revision Description: Removed outdated link.
url:http://dpj.pitt.edu/ojs/dpj1/article/view/521
K. Hirschkop
M.M. Bakhtin
J. Kristeva
Bakhtin Studies
biographical reconstruction
reception of scholarly legacy
en_US
A review of Hirschkop K. The Cambridge Introduction to Mikhail Bakhtin. Cambridge: Cambridge University Press, 2021. xvi, 250 p. (Cambridge Introductions to Literature).
Speaking today about the importance of Mikhail Bakhtin's ideas for the humanities is restating the obvious. The book by the renowned Canadian literary and cultural studies scholar Professor K. Hirschkop, The Cambridge Introduction to Mikhail Bakhtin (2021), aims at a systematic description of M.M. Bakhtin's scholarly legacy for the English-speaking reader, primarily for students. In our view, in this edition, the author solves both the traditional tasks of a textbook-reference book, written in the genre of "Introduction," and the research tasks. The Russian thinker's theory and practice analysis is presented based on the texts of his Collected Works, which, according to Hirschkop, form an image of a "new" Bakhtin. The tried and tested scheme of the Cambridge Introduction enables the author to draw a concise sketch of the scholar's life, outline the main sources and contexts of his scholarly quest, analyze key ideas and works, and describe the process of Bakhtin’s reception in the English-speaking world.