Books for Review
Dialogic pedagogy and polyphonic research art: Bakhtin by and for educators
Authors: Eugene Matusov, University of Delaware, USA; Ana Marjanovic-Shane, Independent Scholar, USA; Mikhail Gradovski, University of Stavanger, Norway;
Publisher: Palgrave Macmillan (Springer)
The electronic book is available from the publisher or from us.
The book presents diverse Bakhtinian dialogic pedagogies through a selection of unique teaching cases. Introduces a new paradigm of dialogic polyphonic research art in a critical dialogue about Bakhtinian pedagogy. Examines important issues of the Bakhtinian ethical dialogic framework, including ways diverse educators conceptualize being Bakhtinian, the importance of students’ ontological engagement, power relationships between teachers and students, and tensions between Bakhtinian educational philosophy and practice and conventional educational institutions.
Dialogue, Argumentation, and Education
Authors: Baruch B. Schwarz, Hebrew University of Jerusalem and Michael J. Baker, Centre National de la Recherche Scientifique (CNRS), Paris
Publisher: Cambridge University Press
Online publication date: January 2017; Print publication year: 2016
Online ISBN:9 781316493960; DOI: https://doi.org/10.1017/9781316493960
New pedagogical visions and technological developments have brought argumentation to the fore of educational practice. Whereas students previously 'learned to 'argue', they now 'argue to learn': collaborative argumentation-based learning has become a popular and valuable pedagogical technique, across a variety of tasks and disciplines. Researchers have explored the conditions under which arguing to learn is successful, have described some of its learning potentials (such as for conceptual change and reflexive learning) and have developed Internet-based tools to support such learning. However, the further advancement of this field presently faces several problems, which the present book addresses. Three dimensions of analysis - historical, theoretical and empirical - are integrated throughout the book. Given the nature of its object of study - dialogue, interaction, argumentation, learning and teaching - the book is resolutely multidisciplinary, drawing on research on learning in educational and psychological sciences, as well as on philosophical and linguistic theories of dialogue and argumentation.
Exploring Heutagogy in Higher Education: Academia Meets the Zeitgeist
Authors: Amnon Glassner, Shlomo Back
Provides a new approach to enhance self-determined learning.
Proposes a paradigm shift in teaching, learning, and the educational enterprise and ecosystems.
Caters to educators’ needs to modify the traditional ways of teaching and offer students more meaningful and fulfilling learning experiences
Radical Teaching in Turbulent Times: Martin Duberman’s Princeton Seminars, 1966–1970
Edited by Robert L. Hampel
Publisher: Palgrave Macmillan, Cham
Copyright Year 2021
From 1966 to 1970, historian Martin Duberman transformed his undergraduate Princeton seminar on American radicalism. This book looks closely at the seminar, drawing on interviews with former students and colleagues, conversations with Duberman, and abundant archival material in the Princeton archives and the Duberman Papers. The array of evidence makes the book a primer on how historians gather and interpret evidence while at the same time shining a light on the tumultuous late 1960s in American higher education. This book will become a tool for teaching, inspiring educators to rethink the ways in which history education is taught and teaching students how to reason historically through sources.
Robert L. Hampel is a Professor in the School of Education at the University of Delaware, USA. He is a historian of education who also studies contemporary education policy. Hampel has previously served as Secretary/Treasurer for the national History of Education society.
Bakhtin in the Fullness of Time: Bakhtinian Theory and the Process of Social Education
Edited by Craig Brandist, Michael E. Gardiner, E. Jayne White, Carl Mika
Copyright Year 2020
This book takes the works of Mikhail Bakhtin as its inspiration in the contemplation of the potential of dialogic scholarship for philosophy of education. While Bakhtin’s work has been widely received in educational studies in recent years, the academic literature does not sufficiently convey the sophistication of his cultural-historical works.
Selected works on the limits and perspectives of Mikhail Bakhtin are presented in the book. In doing so, the contributors seek to interpret the work of the Bakhtin Circle in a complex contemporary world. Layering and drawing from the many ideas explored by the Circle during their collective lifetimes and those that influenced their work, each chapter offers a different dimension of thought concerning issues facing societies remote (or perhaps not so remote) from the world of post-revolutionary Russia.
In the post-2008 era, during which financial crises have morphed into global recession and which characterise growing social inequities, widespread political instabilities and further environmental decline and resource depletion, what is needed more than ever is a twenty-first century Bakhtin, one that is occupied with the distinct challenges our times present to all of us. The individual contributors to Bakhtin in the Fullness of Time aim to contribute to a revisioning and reassessment of Bakhtin, through a diverse series of engagements with both his legacy and future promise. In contemplating Bakhtin in the fullness of time, historical perspectives and contributions must be encountered in a contemporary understanding that will contribute to philosophy of education today.
Inspired by Bakhtin: Dialogic Methods in the Humanities
Edited By Matthias Freise, 2018 | Academic Studies Press
Copy Available: No
A book in the Studies in Comparative Literature and Intellectual History Series. Series editor is Galin Tikhanov.
Rethinking the Curriculum - The epistle to the Romans as a pedagogic text
By Orlando Nang Kwok Ho, 2018 | Springer (external site)
Copy Available: Yes
- Addresses the real problems and learning and developmental needs of real people, real teachers, and real leaders
Enhances our understanding of the educational concepts, framework, content and the pedagogical tactfulness of Paul as a teacher and thinker on life, values, epistemic thoughts, secularity, and spirituality education
- Clarifies the conceptual and meta-framework differences and similarities between Paul's first generation of Greco-Roman teachers and learners and our contemporary understanding of and assumptions about spirituality and secularity
- Equips readers to rethink and handle complex learning and teaching issues related to life, values and spirituality; and to rise above perplexing interpretative puzzles about The Epistle, when the text is resituated to its original intercultural, sociopolitical, and pedagogic contexts
Difference, Dialogue, and Development
By Lakshmi Bandlamudi, 2016 | Routledge (external site)
Copy Available: No
The difference, Dialogue, and Development is an in-depth exploration of the collected works of Mikhail Bakhtin to find the relevance of key concepts of dialogism for understanding various aspects of human development. Taking the reality of differences in the world as a given, Bandlamudi argues that such a reality necessitates dialogue, and actively responding to that necessity leads to development. The varied works of Bakhtin that span several decades passing through the most tumultuous period in Russian history are brought under one banner of three D’s – Difference, Dialogue and Development – and the composite features of the three D’s emerge as leitmotifs in every chapter.
Dialogic Pedagogy: The importance of dialogue in teaching and learning
By David Skidmore, Kyoko Murakamy, 2016 | Multilingual Matters (external site)
Copy Available: No
This book provides a wide-ranging and in-depth theoretical perspective on dialogue in teaching. It explores the philosophy of dialogism as a social theory of language and explains its importance in teaching and learning. Departing from the more traditional teacher-led mode of teacher–student communication, the dialogic approach is more egalitarian and focuses on the discourse exchange between the parties. Authors explore connections between dialogic pedagogy and sociocultural learning theory, and argue that dialogic interaction between teacher and learners is vital if instruction is to lead to cognitive development. The book also presents prosody as a critical resource for understanding between teachers and students, and includes some of the first empirical studies of speech prosody in classroom discourse.
Thinking, fast and slow
By Daniel Kahneman, 2011 | New York: Farrar, Straus and Giroux
Copy Available: No
Dialogue and Boundary Learning
By Peter Neville Rule, 2015 | Sense Publishers (external site)
Copy Available: No
"This book explores dialogue and learning in theory, practice and praxis across a spectrum of lifelong education contexts. It develops a philosophical basis by examining the lives, works and dialogic traditions of four key thinkers: Socrates, Martin Buber, Mikhail Bakhtin and Paulo Freire. It then examines dialogue and learning in contexts ranging from early childhood development to adult, community and higher education."
Peter Mayo, University of Malta and Series Editor of the International Issues in Adult Education Series for Sense Publishers
Teaching Outside the Box but Inside the Standards: Making Room for Dialogue
Edited By Bob Fecho, Michelle Falter, Xiaoli Hong, 2015 | Teachers College Press (external site)
Copy Available: Yes
Teachers College Press:
Many educators feel caught between mandates to meet literacy standards and the desire to respond to individual students’ interests, skills, and challenges. This book illustrates how a dialogical approach to practice will enable teachers to meet the needs of today’s diverse student population within a standardized curriculum. Chapters highlight the efforts of four high school teachers to create dialogical classroom space, documenting both the possibilities of and impediments to such an approach to teaching. Drawing on a theoretical framework and rationale for engaged dialogical practice, the authors present and analyze key classroom events that illustrate the productive and restrictive tensions for such work and suggest ways for teachers and schools to implement these ideas, especially for complementing and expanding the Common Core State Standards.