Reflections on a dialogic pedagogy inspired by the writings of Bakhtin: an account of the experience of two professors working together in the classroom

Article Sidebar

PDF
Published: Apr 13, 2016
DOI: https://doi.org/10.5195/dpj.2016.159
Keywords:
Dialogic pedagogy Diversity in secondary education classroom interaction teaching and learning Bakhtin

Main Article Content

Anselmo Lima
Federal Technological University of Paraná (UTFPR), Brazil
Katherine von Duyke
University of Delaware – UDel, Newark, Delaware, USA

Abstract

The practice of a dialogic pedagogy inspired by the writings of Bakhtin is increasingly popular in different parts of the world. This article is an account produced in the spirit of such pedagogy. Two professors (one from Brazil, the other from the United States), both members of an international dialogic pedagogy study group, write together to discuss the work they developed in partnership under this educational paradigm when teaching a course on “Diversity in secondary education” in the School of Education of the College of Education and Human Development of the University of Delaware, USA. After presenting brief introductory information on who they are, how they met and how they happened to work together, the two scholars present classroom interaction data followed by reflections on to what extent certain forms of classroom interaction they identified in the data promote or inhibit the practice of a truly Bakhtinian Dialogic Pedagogy. In other words, what the readers will find in this article is not a traditional empirical study, but a telling case of two educators learning from one another about what counts as dialogic in the classroom, while at the same time using the aforementioned course as an anchor for multiple discussions.

Article Details

How to Cite
Lima, A., & von Duyke, K. (2016). Reflections on a dialogic pedagogy inspired by the writings of Bakhtin: an account of the experience of two professors working together in the classroom. Dialogic Pedagogy: A Journal for Studies of Dialogic Education, 4. https://doi.org/10.5195/dpj.2016.159
Issue
Vol. 4 (2016)
Section
Articles

Authors who publish with this journal agree to the following terms:

  1. 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.
  2. Upon acceptance of the Work, the author shall grant to the Publisher the right of first publication of the Work.
  3. 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:
    1. 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.
  4. 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.
  5. 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.
  6. 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.
  7. The Author represents and warrants that:
    1. the Work is the Author’s original work;
    2. the Author has not transferred, and will not transfer, exclusive rights in the Work to any third party;
    3. the Work is not pending review or under consideration by another publisher;
    4. the Work has not previously been published;
    5. the Work contains no misrepresentation or infringement of the Work or property of other authors or third parties; and
    6. the Work contains no libel, invasion of privacy, or other unlawful matter.
  8. 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. 

Author Biographies

Anselmo Lima, Federal Technological University of Paraná (UTFPR), Brazil

Ph.D in Applied Linguistics and Language Studies from the Catholic University of São Paulo (PUC-SP); Professor of Educational Linguistics at the Federal Technological University of Paraná (UTFPR), Brazil.

Katherine von Duyke, University of Delaware – UDel, Newark, Delaware, USA

Ph.D in Sociocultural and Community-Based Approaches from the University of Delaware (UDel); Professor of Education at the University of Delaware, United States.