Ideological Becoming in Socialist and Post-Socialist Childhood and Schooling from a Dialogic Framework

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Published: Apr 19, 2018
DOI: https://doi.org/10.5195/dpj.2018.246
Keywords:
ideological becoming socialist childhood memories

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Eugene Matusov
School of Education, University of Delaware, DE
Ana Marjanovic-Shane
Independent Scholar, Philadelphia, PA, USA
Lei Chen
Shaanxi Normal University, China
Marek Tesar
The University of Auckland, New Zealand

Abstract

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.

Article Details

How to Cite
Matusov, E., Marjanovic-Shane, A., Chen, L., & Tesar, M. (2018). Ideological Becoming in Socialist and Post-Socialist Childhood and Schooling from a Dialogic Framework. Dialogic Pedagogy: A Journal for Studies of Dialogic Education, 6. https://doi.org/10.5195/dpj.2018.246
Issue
Vol. 6 (2018)
Section
Special Issue: Socialist and Post-Socialist Childhood and Schooling

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Author Biographies

Eugene Matusov, School of Education, University of Delaware, DE

Eugene Matusov is a Professor of Education at the University of Delaware. 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. His recent books are: Matusov, E. (2017). Nikolai N. Konstantinov’s authorial math pedagogy for people with wings, Matusov, E. & Brobst, J. (2013). Radical experiment in dialogic pedagogy in higher education and its Centauric failure: Chronotopic analysis, and Matusov, E. (2009). Journey into dialogic pedagogy.

Ana Marjanovic-Shane, Independent Scholar, Philadelphia, PA, USA

Ana Marjanovic-Shane is an Associate Professor of Education at Chestnut Hill College, Philadelphia. She studies meaning making, imagination and creativity in children's play, language and in education. She uses the sociocultural and Bakhtinian dialogic orientation to study the dynamics of play, drama and art in education, dialogic educational relationships and educational events, dialogic teacher orientation and . Her articles were published by "Mind, Culture, Activity Journal", "Learning, Culture and Social Interaction", and as book chapters in books on play and education. Contact Address: 1906 Germantown Ave, Philadelphia, PA 19118, USA, anamshane@gmail.com

Lei Chen, Shaanxi Normal University, China

Lei Chen, Upon finishing my PhD at School of Education, University of Delaware, USA in 2017, I proudly joined Shannxi Normal University, Xi'an, Shaanxi, P.R. China. My current work focuses on teacher training in both B.A. and M.A. programs. I teach a number of classes in second language teaching, second language acquisition, applied linguistics and social linguistics. I am interested in understanding teaching and teachers from sociocultural perspective and was drawn to the studies of dialogic pedagogy in second language classes.

Marek Tesar, The University of Auckland, New Zealand

Marek Tesar is a senior lecturer in childhood studies and early childhood education at the University of Auckland. He is Editor-in-Chief of Policy Futures in Education published by SAGE, and is engaged in different editorial capacities with a number of other journals and book series. His focus is on childhood, philosophy of education, policy and methodology.