2024-03-28T08:32:26Z
http://dpj.pitt.edu/ojs/dpj1/oai
oai:ojs.dpj.pitt.edu:article/84
2020-06-05T19:02:00Z
dpj1:SBET
v2
http://dpj.pitt.edu/ojs/dpj1/article/view/84
2020-06-05T19:02:00Z
University Library System, University of Pittsburgh
Vol. 2 (2014)
Education/obrazovanie as an experience of an encounter
Scholarship beyond essayistic text
Lobok, Alexander; Department of General Psychology, Ural State Pedagogical University, Yekaterinburg, Russia
2014-03-06
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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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 Revision Description: Removed outdated link.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/84
en_US
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
oai:ojs.dpj.pitt.edu:article/208
2020-06-05T18:48:24Z
dpj1:SBET
v2
http://dpj.pitt.edu/ojs/dpj1/article/view/208
2020-06-05T18:48:24Z
University Library System, University of Pittsburgh
Vol. 5 (2017)
Dialogic & Critical Pedagogies: An Interview with Ira Shor
Scholarship beyond essayistic text
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
2017-07-03
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/208
social justice
dialogic pedagogy
democratic higher education
critical literacy
en_US
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.
oai:ojs.dpj.pitt.edu:article/312
2020-06-05T18:37:20Z
dpj1:SBET
v2
http://dpj.pitt.edu/ojs/dpj1/article/view/312
2020-06-05T18:37:20Z
University Library System, University of Pittsburgh
Vol. 8 (2020)
Controversies and consensus in research on dialogic teaching and learning
Scholarship beyond essayistic text
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
2020-01-06
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/312
dialogic pedagogy
controversy
multi-disciplinary
classroom dialogue
teaching.
en_US
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.