Chronotopes in education: Conventional and dialogic

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Published: Jun 2, 2015
DOI: https://doi.org/10.5195/dpj.2015.107
Keywords:
chronotopes assignment-based dialogic provocation learning journey critical authorship responsive authorship self-generated authorship

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Eugene Matusov
University of Delaware, USA

Abstract

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.

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How to Cite
Matusov, E. (2015). Chronotopes in education: Conventional and dialogic. Dialogic Pedagogy: A Journal for Studies of Dialogic Education, 3. https://doi.org/10.5195/dpj.2015.107
Issue
Vol. 3 (2015)
Section
Articles

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Author Biography

Eugene Matusov, University of Delaware, USA

Eugene Matusov, Ph.D., DPJ Editor-in-Chief, is a Professor of Education at the University of Delaware, USA. He was born in the Soviet Union. He studied developmental psychology with Soviet researchers working in the Vygotskian paradigm and worked as a schoolteacher before immigrating to the United States. He uses sociocultural and Bakhtinian dialogic approaches to education. Email: ematusov@udel.edu