# bib

id: dpj1-45
author: Clarkin-Phillips, Jeanette
title: Dialogue-based teaching: The art museum as a learning space
date: 2013
pages: 2
extension: .pdf
mime: application/pdf
words: 854
sentence: 29
flesch: 39
cache: cache/dpj1-45.pdf
txt: txt/dpj1-45.txt
summary:
  Dialogue-based teaching: the art museum as learning space by authors Dysthe, Bernhardt and Esbjørn opens up opportunities for museum educators, in particular, to engage with ideas based on dialogue –based teaching. There is no attempt to sanitise what happens in the interactions between museum educators and students but highlights the dialogue-based strategies employed by the educator to maximise the opportunities despite the constraints of the context.


id: dpj1-84
author: Lobok, Alexander
title: Education/obrazovanie as an experience of an encounter
date: 2014
pages: 5
extension: .pdf
mime: application/pdf
words: 1855
sentence: 94
flesch: 61
cache: cache/dpj1-84.pdf
txt: txt/dpj1-84.txt
summary:
  Every person without exception has HIS/HER absolutely unique experience of the encounter with culture (= experience of education/obrazovanie). Взрослые думают, что смысл образования заключается в том, чтобы ребенка чему-то «научить».


id: dpj1-162
author: Ferholt, Beth
title: Bakhtin for Preschool Teachers
date: 2015
pages: 5
extension: .pdf
mime: application/pdf
words: 2680
sentence: 102
flesch: 52
cache: cache/dpj1-162.pdf
txt: txt/dpj1-162.txt
summary:
  White has made an important contribution to the work of creating a significant body of literature for early childhood teachers, with this book. The work of creating a rich, diverse, current and relevant body of English language literature for early childhood teachers and teachers in training (one such as exists in Swedish, for instance) goes hand and hand with all of the other aspects of the effort to give early childhood teachers the resources that they need to care for, raise and educate the next generation of human beings: living wages, reasonable benefits, workable hours, environments that are designed by early childhood teachers, sufficient teacher-to-student ratios, sufficient professional development, checks and balances in preschool administration, etc.


id: dpj1-147
author: Tallant, Laura
date: 2015
pages: 5
extension: .pdf
mime: application/pdf
words: 2774
sentence: 93
flesch: 40
cache: cache/dpj1-147.pdf
txt: txt/dpj1-147.txt
title:
  Reflecting on the place of dialogue and the nature of adult motivations within early childhood research

summary:
  They suggest that there is a place firstly, for considering and embracing humour when thinking about relationships in early childhood research and secondly, for unraveling our response to children’s actions and humour that may make us feel uncomfortable. They address it through their reflections on the importance and significance of corporeality in early childhood research.


id: dpj1-213
author: Groys, Boris
title: My Bakhtin: A reply to the commentaries
date: 2017
pages: 2
extension: .pdf
mime: application/pdf
words: 860
sentence: 45
flesch: 64
cache: cache/dpj1-213.pdf
txt: txt/dpj1-213.txt
summary:
  I find that Bakhtin made a very deep and original contribution to the political theology too because the figures of author and authority are genuinely modern political figures. So, I wanted to show that Bakhtin’s text is not simply another book on carnival or Rabelais but an attempt to achieve more: to grasp its own time, the Stalinist culture in the middle of which he was living.


id: dpj1-14
author: Matusov, Eugene; Marjanovic-Shane, Ana; Ben-David Kolikant, Yifat
title: DPJ Editorial: Launching the new journal
date: 2013
pages: 7
extension: .pdf
mime: application/pdf
words: 3714
sentence: 206
flesch: 45
cache: cache/dpj1-14.pdf
txt: txt/dpj1-14.txt
summary:
   Can learning be measured from Dialogic Pedagogy view? We are happy to announce a new academic Open Access online polyphonic journal dedicated to the interdisciplinary field of Dialogic Pedagogy.


id: dpj1-221
author: Lensmire, Timothy John; Snaza, Nathan
title: Saint Bakhtin, Porous Theorizing, and Proceeding Nonetheless
date: 2017
pages: 8
extension: .pdf
mime: application/pdf
words: 4465
sentence: 215
flesch: 56
cache: cache/dpj1-221.pdf
txt: txt/dpj1-221.txt
summary:
  Groys complains that, even though acolytes of Bakhtin sometimes admit that carnival might actually reinforce the official order by providing a safety valve for the folks’ wild energies, Saint Bakhtin is allowed to keep ISSN: 2325-3290 (online) Saint Bakhtin, Porous Theorizing, and Proceeding Nonetheless Timothy J. Lensmire and Nathan Snaza Dialogic Pedagogy: An International Online Journal | http://dpj.pitt.edu DOI: 10.5195/dpj.2017.221 | Vol. 5 (2017) Groys accuses Bakhtin, like Nietzsche, of valorizing the “unconscious and impersonal” Saint Bakhtin, Porous Theorizing, and Proceeding Nonetheless Timothy J. Lensmire and Nathan Snaza Dialogic Pedagogy: An International Online Journal | http://dpj.pitt.edu DOI: 10.5195/dpj.2017.221 | Vol. 5 (2017) DB:57 dissolution that adheres in the Dionysian (p. 5).


id: dpj1-126
author: White, E. Jayne
title: Concluding Commentary: Response to Eugene and Kiyo
date: 2014
pages: 8
extension: .pdf
mime: application/pdf
words: 4597
sentence: 185
flesch: 50
cache: cache/dpj1-126.pdf
txt: txt/dpj1-126.txt
summary:
  Yet it seems to me that an examination of dialogic pedagogy in contemporary societies is a very important exploration to take for this very reason. The concept of dialogic pedagogy is now employed across diverse approaches to teaching and learning.


id: dpj1-15
author: White, E. Jayne
title: Wegerif's 21st century advance on dialogic space
date: 2013
pages: 3
extension: .pdf
mime: application/pdf
words: 1194
sentence: 44
flesch: 42
cache: cache/dpj1-15.pdf
txt: txt/dpj1-15.txt
summary:
  Dialogic Pedagogy: An International Online Journal | http://dpj.pitt.edu DOI: 10.5195/dpj.2013.15 | Vol. 1 (2013) B3 http://www.library.pitt.edu/ http://www.pitt.edu/ http://www.library.pitt.edu/dscribe/ http://www.library.pitt.edu/dscribe/ http://www.upress.pitt.edu/upressIndex.aspx Wegerif's 21st century advance on dialogic space No stone is unturned in this regard as the reader is drawn into familiar and unfamiliar terrain ranging from the traditions of Socrates, to Oakeshott’s contemporary notion of ‘conversation of mankind’ – each are critically considered as contributors to Wegerif’s interpretation of dialogic pedagogy and its contemporary significance.


id: dpj1-246
author: Matusov, Eugene; Marjanovic-Shane, Ana; Chen, Lei; Tesar, Marek
date: 2018
pages: 3
extension: .pdf
mime: application/pdf
words: 864
sentence: 30
flesch: 22
cache: cache/dpj1-246.pdf
txt: txt/dpj1-246.txt
title:
  Ideological Becoming in Socialist and Post-Socialist Childhood and Schooling from a Dialogic Framework

summary:
  Socialist and Post-Socialist childhood and schooling in socialist and post-socialist education systems are ISSN: 2325-3290 (online) Ideological Becoming in Socialist and Post-Socialist Childhood Eugene Matusov, Ana Marjanovic-Shane, Lei Chen, Marek Tesar Dialogic Pedagogy: An International Online Journal | http://dpj.pitt.edu DOI: 10.5195/dpj.2018.246 | Vol. 6 (2018) SC2 usually assumed to be monolithic and authoritarian, far from dialogic. Vol. 6 (2018) SC1 Ideological Becoming in Socialist and Post-Socialist Childhood and Schooling from a Dialogic Framework Eugene Matusov University of Delaware, USA Ana Marjanovic-Shane Independent Scholar, 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.


id: dpj1-165
author: Rheingold, Alison; Seaman, Jayson
title: The Use-Value of Real-World Projects: Children and Local Experts Connecting Through School Work
date: 2017
pages: 17
extension: .pdf
mime: application/pdf
words: 9808
sentence: 429
flesch: 55
cache: cache/dpj1-165.pdf
txt: txt/dpj1-165.txt
summary:
  In this paper we discuss how the products of student work during long-term, interdisciplinary curricular units at King Middle School, a grades 6-8 public school in Portland, Maine, through their aesthetic qualities, transformed people’s understanding of what children were capable of. We argue that, to effectively understand student work of this type, ‘cognitive’ and ‘practical’ criteria for evaluation – i.e., as a supposed indicator of what students need to know and be able to do – fail to convey the actual, substantive value of the work, rendering it relatively static and meaningless like much conventional schoolwork.


id: dpj1-123
author: Sullivan, Paul
title: Dialogue on Dialogue on Dialogic Pedagogy
date: 2014
pages: 8
extension: .pdf
mime: application/pdf
words: 5204
sentence: 227
flesch: 56
cache: cache/dpj1-123.pdf
txt: txt/dpj1-123.txt
summary:
  Still, Kiyo appears unconvinced as he repeats the claim on the last page, “As I have already noted in my response to your description of ontological dialogue and epistemological dialogue as mutually exclusive categories…” (p.42). What appeared to be pedagogical violence at one point, on mature reflection, could have turned out to be ontological dialogue.


id: dpj1-178
author: Matusov, Eugene
title: Severe limitations of the poietic individual mind
date: 2017
pages: 8
extension: .pdf
mime: application/pdf
words: 4856
sentence: 239
flesch: 53
cache: cache/dpj1-178.pdf
txt: txt/dpj1-178.txt
summary:
  I argue that his mechanistic vision of human mind is based on mechanistic practices (both low and high validity practices that he considered), in which this human mind operates. If this is the case, I believe that in poiesis-like practices, human mind can be viewed as an imperfect smart machine, can be modeled by a smart machine, can be improved by a better formula and smart machine, and, thus, can be legitimately replaced by a smart machine as more accurate, reliable, effective, and efficient, regardless of how upsetting it may sound for us, humans.


id: dpj1-173
author: Nouri, Ali; Pihlgren, Ann
title: Socratic Seminars for Students with Autism Spectrum Disorders
date: 2018
pages: 20
extension: .pdf
mime: application/pdf
words: 10963
sentence: 623
flesch: 42
cache: cache/dpj1-173.pdf
txt: txt/dpj1-173.txt
summary:
  The students are encouraged to engage in discussion with their peers and to take an interest in other children, to learn how to interact with others and to read other children’s behavior. Parents and their children both participate in re-evaluation every six months to monitor and adjust intervention (Gutstein et al., 2007(. • Social Communication/Emotional Regulation/Transactional Support (SCERTS) is a program intervention to develop the ability of autistic children to learn and spontaneously apply functional communication, emotional expression and trusting relationships with others (Prizant et al., 2006).


id: dpj1-148
author: Stewart, Trevor Thomas; Boggs, George L.
date: 2016
pages: 20
extension: .pdf
mime: application/pdf
words: 11633
sentence: 563
flesch: 45
cache: cache/dpj1-148.pdf
txt: txt/dpj1-148.txt
title:
  Emerging Dialogic Structures in Education Reform: An analysis of Urban Teachers’ Online Compositions

summary:
  Using Mikhail Bakhtin’s position that language choices serve to stifle and/or reinvigorate dialogue, we examine contributions to online discussions and debate composed ostensibly by urban teachers in response to dominant discourses. What arguments characterizing urban education reform appear in online posts purporting to represent the perspectives of urban teachers?


id: dpj1-101
author: Richards, Kendall; Pilcher, Nick
title: Avoiding Dialogues of Non-discovery through Promoting Dialogues of Discovery
date: 2015
pages: 22
extension: .pdf
mime: application/pdf
words: 11003
sentence: 530
flesch: 58
cache: cache/dpj1-101.pdf
txt: txt/dpj1-101.txt
summary:
  It is assumed such students need help with unfamiliar assessment tasks such as essays, reports, and so on, and many sources aim to help with these elements. Such students have to negotiate entry into the academy and yet, even after crossing the boundaries, they may be stopped by further ‘border controls’ such as the specific discourses used within disciplines, within programmes and within particular assessment types.


id: dpj1-163
author: Richards, Kendall; Pilcher, Nick
date: 2016
pages: 20
extension: .pdf
mime: application/pdf
words: 12678
sentence: 586
flesch: 54
cache: cache/dpj1-163.pdf
txt: txt/dpj1-163.txt
title:
  An individual subjectivist critique of the use of corpus linguistics to inform pedagogical materials

summary:
  This, however, as we have argued above, cannot convey the psychological and ideological elements underpinning language usage that an individual subjectivist view of language shows to exist, as demonstrated through our data below. One Design lecturer commented on how a student’s experience of language usage in Design was ‘completely different’ to engineering, saying that the “use of language in Art Design has been completely different to the experience they have in engineering...


id: dpj1-141
author: Matusov, Eugene; Lemke, Jay
title: Values in dialogic pedagogy
date: 2015
pages: 20
extension: .pdf
mime: application/pdf
words: 13278
sentence: 605
flesch: 45
cache: cache/dpj1-141.pdf
txt: txt/dpj1-141.txt
summary:
  This process can be possible only when the students express, and are exposed to, and, at times, experience educational values alternative to their own dear values and the values of the educational practice. While providing funding for educational resources for all through public taxation, the State must declare the educational neutrality regarding educational values, permitted by the law.


id: dpj1-195
author: Jaeger, Elizabeth L.
date: 2019
pages: 26
extension: .pdf
mime: application/pdf
words: 14279
sentence: 806
flesch: 56
cache: cache/dpj1-195.pdf
txt: txt/dpj1-195.txt
title:
  Initiation, Response, Follow-up and Beyond: Analyzing Dialogue Around Difficulty in a Tutorial Setting

summary:
  The primary interactional genre includes question structures to provoke thoughtful answers, answers that provoke student questions, and a question/answer chain supporting a coherent and responsive line of inquiry (Alexander, 2004). In this sequence, tutor moves shifted from strategy demonstration to general information, paraphrased question, strategy demonstration, and providing sentence context.


id: dpj1-65
author: Kellogg, David
title: Forced Choices: Role Play and the Problem of Disappearing Syntax
date: 2014
pages: 15
extension: .pdf
mime: application/pdf
words: 8727
sentence: 384
flesch: 61
cache: cache/dpj1-65.pdf
txt: txt/dpj1-65.txt
summary:
  Consider the following class of children studying English in third grade in a Seoul public school. It appears that while children tend to only resort to creative constructions under pressure and at the very end of the game, they actually tend to use item-based combinations at the same time or even before they employ fixed expressions.


id: dpj1-184
author: Rees, Carol; Roth, Wolff-Michael
title: Interchangeable Positions in Interaction Sequences in Science Classrooms
date: 2017
pages: 19
extension: .pdf
mime: application/pdf
words: 10766
sentence: 524
flesch: 57
cache: cache/dpj1-184.pdf
txt: txt/dpj1-184.txt
summary:
  The aim of this paper is to examine as precisely as possible, the characteristics of dialogue patterns in a seventh-eighth grade classroom during science inquiry, and the precise situations from which these dialogue patterns emerge, regardless of the staffing (teacher or students) in the turn-taking sequence. This fine-grained analysis could offer valuable insights into ways to support teachers working to alter the kinds of dialogue patterns that arise in their classrooms.


id: dpj1-280
author: Hurley, Zoe
title: Dialogic pedagogy and semiotic-dialogic inquiry into visual literacies and augmented reality
date: 2021
pages: 14
extension: .pdf
mime: application/pdf
words: 7818
sentence: 436
flesch: 39
cache: cache/dpj1-280.pdf
txt: txt/dpj1-280.txt
summary:
  , my experiences with AR in classrooms in Dubai indicate that semiotic-dialogism contradicts the literature surrounding AR pedagogy and claims that learners are highly motivated by AR technologies (Solak & Cikir, 2015; Di Serio et al.,2013). The semiotic-dialogic conceptual framework is broad enough to theorise the intersecting issues of semiotic-dialogic agency in relation to uses of AR visual literacies and pedagogies.


id: dpj1-170
author: Matusov, Eugene; Marjanovic-Shane, Ana
title: Radical Proposal for Educational Pluralism and The State’s Educational Neutrality Policy
date: 2016
pages: 26
extension: .pdf
mime: application/pdf
words: 17034
sentence: 840
flesch: 45
cache: cache/dpj1-170.pdf
txt: txt/dpj1-170.txt
summary:
  Shouldn't these problems be remedied by an imposed core curriculum in public education? In fact, all existing systems of public education are based on public vouchers, — i.e., a redistribution of funds for education through taxation.


id: dpj1-16
author: Gradovski, Mikhail
title: Bakhtinian pedagogy is needed in our postmodern world
date: 2013
pages: 3
extension: .pdf
mime: application/pdf
words: 1271
sentence: 56
flesch: 51
cache: cache/dpj1-16.pdf
txt: txt/dpj1-16.txt
summary:
  This philosophy is created and developed not by Bakhtin himself, as he wrote only one piece devoted specifically to Bakhtinian pedagogy is needed in our postmodern world Mikhail Gradovski Dialogic Pedagogy: An International Online Journal | http://dpj.pitt.edu DOI: 10.5195/dpj.2013.16 The chapters cover the main themes of Bakhtin’s thought that could be related to education as an area of theory and practice: the role of laughter, authorship, dialogue, heteroglossia, chronotope and carnival.


id: dpj1-159
author: Lima, Anselmo; von Duyke, Katherine
date: 2016
pages: 24
extension: .pdf
mime: application/pdf
words: 15708
sentence: 665
flesch: 61
cache: cache/dpj1-159.pdf
txt: txt/dpj1-159.txt
title:
  Reflections on a dialogic pedagogy inspired by the writings of Bakhtin: an account of the experience of two professors working together in the classroom

summary:
  Students often post these findings to the class web. Anselmo Lima: After students shared their views on the difference between “learners” and “students”, you asked them: “who do you want to be in this course?”. Students in reality have to be students within our institution, but I try to structure my class in such a way as to give them breathing room to also be learners.


id: dpj1-107
author: Matusov, Eugene
title: Chronotopes in education: Conventional and dialogic
date: 2015
pages: 33
extension: .pdf
mime: application/pdf
words: 19849
sentence: 1053
flesch: 49
cache: cache/dpj1-107.pdf
txt: txt/dpj1-107.txt
summary:
  The negative and positive freedoms interact with each other: offered clubs and activity centers can spark the emergence of students’ new self-assignments and educational journeys while the students’ self-assignments and educational journeys recognized and supported by the teachers can create new clubs and activity centers for other students. In conventional pedagogy, espoused educational chronotope is ontological and didactic, while in dialogic pedagogy, espoused educational chronotope is holistically/inseparably onto-didactic.


id: dpj1-73
author: Anglin, Joanna L.; Smagorinsky, Peter
title: Hip-Hop Hamlet: Hybrid Interpretive Discourse in a Suburban High School English Class
date: 2014
pages: 29
extension: .pdf
mime: application/pdf
words: 15704
sentence: 818
flesch: 58
cache: cache/dpj1-73.pdf
txt: txt/dpj1-73.txt
summary:
  Prince Hamlet meets his father’s ghost, who tells him that Claudius poisoned him. King Hamlet’s ghost urges Prince Hamlet to kill Claudius but not Gertrude, who he believes will be judged by Heaven.


id: dpj1-125
author: Ferholt, Beth
title: A Response to Eugene and Kiyo’s Dialogue-Disagreement on Dialogic Pedagogy
date: 2014
pages: 5
extension: .pdf
mime: application/pdf
words: 2579
sentence: 119
flesch: 65
cache: cache/dpj1-125.pdf
txt: txt/dpj1-125.txt
summary:
  It seems to me that a discussion about dialogic pedagogy that is not in dialogue with teachers and students is maybe a discussion for a field with which I am not very familiar, perhaps philosophy? However, even if I do not think that talking about something other than pedagogy is a problem, or even that talking about pedagogy without worrying about the situations in schools is a problem, I do think that asking questions, such as ‘what is dialogic pedagogy?’, with young children (or older children) and with the people who live their working day with these children (teachers), is very interesting.


id: dpj1-189
author: Dafermos, Manolis
title: Relating dialogue and dialectics: a philosophical perspective
date: 2018
pages: 18
extension: .pdf
mime: application/pdf
words: 9776
sentence: 605
flesch: 44
cache: cache/dpj1-189.pdf
txt: txt/dpj1-189.txt
summary:
  After a long eclipse in the history of human thought dialogue was reborn in the twentieth century in the writings of Russian literary theorist and philosopher Mikhail Bakhtin. Microsoft Word - Relating dialogue and dialectics - layout.docx Dialogic Pedagogy: An International Online Journal | http://dpj.pitt.edu DOI: 10.5195/dpj.2018.189 | Vol. 6 (2018)


id: dpj1-151
author: Marjanovic-Shane, Ana
title: Spoilsport in Drama in Education vs. Dialogic Pedagogy
date: 2016
pages: 36
extension: .pdf
mime: application/pdf
words: 22884
sentence: 1116
flesch: 55
cache: cache/dpj1-151.pdf
txt: txt/dpj1-151.txt
summary:
  Many drama teachers feel this tension between their intended drama event and dialogue. As a teacher, it makes my heart ache when it is thought that I am not trying to do all I can for students… I know that these strategies, if implemented with caring and respect, can help many students discover more about their world and themselves and to embrace school life in a more positive way for themselves.


id: dpj1-160
author: Brown, Alexis Carmela
title: Classroom community and discourse: How argumentation emerges during a Socratic circle
date: 2016
pages: 17
extension: .pdf
mime: application/pdf
words: 9840
sentence: 435
flesch: 51
cache: cache/dpj1-160.pdf
txt: txt/dpj1-160.txt
summary:
  Examining how teachers can increase learning talk in the classroom and improve student argumentation practices is especially significant to secondary level settings, where argumentation practices are a highly valued discourse, but students’ use of these practices are lacking. A92 Through exploratory talk students make available to each other the multiple voices and therefore produce argumentation practices.


id: dpj1-58
author: Otrel-Cass, Kathrin
title: Dialogic approaches to the study of subjectivity
date: 2013
pages: 3
extension: .pdf
mime: application/pdf
words: 1237
sentence: 42
flesch: 37
cache: cache/dpj1-58.pdf
txt: txt/dpj1-58.txt
summary:
  I enjoyed reading Sullivan’s description of dialogic analysis because he contrasts its philosophical and methodological underpinnings with other methods of discourse analysis. He is making this point throughout the book by discussing how other methodological positions such as grounded theory, discourse analyses, phenomenological analyses or narrative analyses shape the nature of meaning making of language in action and contrasts it with the contribution a dialogical approach can make.


id: dpj1-313
author: Gregory, Christian George
date: 2020
pages: 13
extension: .pdf
mime: application/pdf
words: 7535
sentence: 391
flesch: 49
cache: cache/dpj1-313.pdf
txt: txt/dpj1-313.txt
title:
  Theoretical Promises and Methodological Troubles Capturing Dialogical Discourse in Classroom Research

summary:
  Yet while the application of CA and conversational prosody provides greater insight into working across languages in an EFL classroom, this examination of IRE does little to move dialogical classroom studies forward. Skidmore and Murakami’s collection of essays takes on a dual theoretical and empirical project: first, to define and advocate for dialogical classroom pedagogy; and second, to unearth such practice through microstudies of classroom dialogue.


id: dpj1-171
author: Janecek, Uvaldina Montoya; Moss, Glenda; Graham, Yolanda; Mason, Paula
title: Applying Intersubjectivity for Professional Development
date: 2016
pages: 19
extension: .pdf
mime: application/pdf
words: 12883
sentence: 676
flesch: 71
cache: cache/dpj1-171.pdf
txt: txt/dpj1-171.txt
summary:
  Their review is presented in a dialogue format that resulted after analyzing a much longer set of narrative data.1 Uvaldina Montoya Janecek is an educator with experience teaching students of all ages, from prekindergarten to adult. And it was phenomenal; you could see such a drastic difference in the portfolio, Applying Intersubjectivity for Professional Development Uvaldina Janecek, Glenda Moss, Yolanda Graham, Paula Mason Dialogic Pedagogy: An International Online Journal | http://dpj.pitt.edu DOI: 10.5195/dpj.2016.171 | Vol. 4 (2016) R16 and when people would score (a lot of outsiders would score the portfolio at the end of student teaching), and people would come and ask me, How did you get your students to reflect on the level that they were reading?


id: dpj1-71
author: Elkader, Nermine Abd
date: 2015
pages: 18
extension: .pdf
mime: application/pdf
words: 10906
sentence: 444
flesch: 44
cache: cache/dpj1-71.pdf
txt: txt/dpj1-71.txt
title:
  Dialogic Multicultural Education Theory and Praxis: Dialogue and the Problems of Multicultural Education in a Pluralistic Society

summary:
  Gaps or bridges in multicultural teacher education: A Q study of attitudes toward student diversity. Toward a practice of polyphonic dialogue in multicultural teacher education.


id: dpj1-110
author: Matusov, Eugene
title: Legitimacy of non-negotiable imposition in diverse approaches to education
date: 2015
pages: 38
extension: .pdf
mime: application/pdf
words: 26516
sentence: 1168
flesch: 46
cache: cache/dpj1-110.pdf
txt: txt/dpj1-110.txt
summary:
  Students’ attempts to negotiate or reject the teacher’s non-negotiable impositions, bring their own self-initiated activities, and/or introduce their own impositions on the teacher and/or other students are often viewed by the teacher as aggressive challenges, disrespectful disruptions, unprovoked resistance, immature acting out, wasteful “off-tasks”, irresponsible laziness, and unwelcomed “off-scripts” (Kennedy, 2005). Also, in contrast to the Libertarian approach, in the Anarchist approach, OSE students may opt out from the OSE and demand a Closed Curriculum unilaterally designed by the teacher, which will be still OK in the Anarchist OSE.


id: dpj1-20
author: Roth, Wolff-Michael
title: An Integrated Theory of Thinking and Speaking that Draws on Vygotsky and Bakhtin/Vološinov
date: 2013
pages: 22
extension: .pdf
mime: application/pdf
words: 13638
sentence: 655
flesch: 45
cache: cache/dpj1-20.pdf
txt: txt/dpj1-20.txt
summary:
  To understand what is going on in Fragment 1, we need to bring into the analysis—and, therefore, into the theory of speech activity—the situation: we cannot merely do a linguistic (structural, content) analysis of the words that appear in the transcribed text. Educational researchers further tend to neglect that Ralf is not just dumping the contents of his mind into the public forum but that he is taking up, and therefore evaluating, the preceding locution (Bakhtin [Medvedev], 1978), which is in fact the internal engine that drives the development of speech activity generally and its moments, the individual utterances (understood as an irreducible social phenomenon) specifically (Vološinov, 1930; Vygotskij, 2005).


id: dpj1-122
author: Marjanovic-Shane, Ana
date: 2014
pages: 7
extension: .pdf
mime: application/pdf
words: 3421
sentence: 139
flesch: 43
cache: cache/dpj1-122.pdf
txt: txt/dpj1-122.txt
title:
  A paradigmatic disagreement in "Dialogue on Dialogic Pedagogy" by Eugene Matusov and Kiyotaka Miyazaki

summary:
  Thus, instrumental epistemological dialogue is about (correct) answers (truths), and the non-instrumental epistemological dialogue is about the (right) choice of questions to consider. Thus, you are trying to solve this epistemology-ontology relationship, rather than address the two types of epistemological dialogues described by Eugene.


id: dpj1-181
author: Beach, Richard
title: Students' Use of Languaging in Rewriting Events from The Things They Carried
date: 2017
pages: 20
extension: .pdf
mime: application/pdf
words: 10897
sentence: 559
flesch: 60
cache: cache/dpj1-181.pdf
txt: txt/dpj1-181.txt
summary:
  The students employ languaging to portray Kiowa’s and Tim’s interactions related to Kiowa’s justification for killing and Tim’s sense of guilt about the killing as reflecting larger thematic meanings Students’ Use of Languaging in Rewriting Events from The Things They Carried Richard Beach Dialogic Pedagogy: An International Online Journal | http://dpj.pitt.edu DOI: 10.5195/dpj.2017.181 | Vol. 5 (2017) A46 about the influence of war on humans. The Benefits of Rewriting Events in Texts for Responding to Literature These four students’ work suggests that there are a number of benefits in having students engage in rewriting stories to enhance their understanding of how languaging serves to construct characters’ relationships in literature.


id: dpj1-34
author: Nissen, Morten
title: Meeting youth in movement and on neutral ground
date: 2015
pages: 24
extension: .pdf
mime: application/pdf
words: 14567
sentence: 757
flesch: 55
cache: cache/dpj1-34.pdf
txt: txt/dpj1-34.txt
summary:
  This is the historical origin of social work, and in many ways, this history is ongoing: Social work is often ‘reinvented’ In Danish debates over social youth work around 2000, my writings contributed to articulating what was called the ‘Copenhagen model’ as against approaches developed in other towns, and, as most Danes know, Copenhagen has a singular legacy as crown capital, as historical stronghold of both labor and the radical left, and, more specifically, as a site of social experiments.


id: dpj1-124
author: Wegerif, Rupert
title: Commentary on Eugene and Kiyo’s dialogue on dialogic pedagogy
date: 2014
pages: 9
extension: .pdf
mime: application/pdf
words: 5384
sentence: 264
flesch: 59
cache: cache/dpj1-124.pdf
txt: txt/dpj1-124.txt
summary:
  Dialogic relationships, in this case the dialogic couple between mother and child, are real, albeit invisible, ‘mechanisms’ that have causal agency. Eugene and others might respond to this way of thinking about a dialogic ontology by saying that it all sounds very abstract and philosophical and not much to do with real dialogues between real people.


id: dpj1-222
author: Matusov, Eugene; Marjanovic-Shane, Ana
title: Bakhtin’s mystical organic holism and its consequences for education
date: 2017
pages: 14
extension: .pdf
mime: application/pdf
words: 8516
sentence: 363
flesch: 46
cache: cache/dpj1-222.pdf
txt: txt/dpj1-222.txt
summary:
  Although this story was contested by Bakhtin’s own brother (Bakhtin et al., 2002, pp. 319-320), his neglect of humane values communicated by the story seemed to be rather clear2. He praised the Tsarist government for firing many of Russian professors who protested the government’s violation of human rights because students should be involved in only one business – i.e., “to study seriously” (Bakhtin et al., 2002, pp.


id: dpj1-69
author: Kamberelis, George; McGinley, William; Welker, Alyson
date: 2015
pages: 33
extension: .pdf
mime: application/pdf
words: 19146
sentence: 1059
flesch: 56
cache: cache/dpj1-69.pdf
txt: txt/dpj1-69.txt
title:
  Literature Discussions as Mangles of Practice: Sociological Theories of Emergence and/in Dialogic Learning Events

summary:
  Although exceptions arose on some days, literature discussion groups met almost daily for about 25 minutes. What if more literature discussions in more ELA and English classrooms offered students more freedom to pursue interpretive pathways they found compelling?


id: dpj1-40
author: Hauk, Shandy; Toney, Allison; Jackson, Billy; Nair, Reshmi; Tsay, Jenq-Jong
date: 2014
pages: 25
extension: .pdf
mime: application/pdf
words: 13108
sentence: 637
flesch: 43
cache: cache/dpj1-40.pdf
txt: txt/dpj1-40.txt
title:
  Developing a model of pedagogical content knowledge for secondary and post-secondary mathematics instruction

summary:
  Her research focuses on post-secondary student experiences in learning mathematics and mathematics teacher professional development. Various streams of research and development on mathematics teacher learning spring from a research-practice synergy that views all people in a classroom as participants in learning.


id: dpj1-241
author: Marjanovic-Shane, Ana
title: The Golden cage: Growing up in the Socialist Yugoslavia
date: 2018
pages: 24
extension: .pdf
mime: application/pdf
words: 16305
sentence: 690
flesch: 60
cache: cache/dpj1-241.pdf
txt: txt/dpj1-241.txt
summary:
  Whatever the causes, I want to explore these loopholes in the socialist regime that enabled a group of enthusiastic idealists and educational activists in the generation of my parents to create a world for Yugoslav children, which, in the hindsight, and from any outsider perspective, must seem outlandish, unreal, almost impossible. There is no doubt that growing up in those intellectual and cultural elite circles, made my life very different from the majority of other children in Yugoslavia, and that it makes my memories, memories of a “privileged” person.


id: dpj1-219
author: Tesar, Marek
title: Carnevalesque Postmodern Provocations from Boris Groy’s Argument
date: 2017
pages: 3
extension: .pdf
mime: application/pdf
words: 1547
sentence: 56
flesch: 41
cache: cache/dpj1-219.pdf
txt: txt/dpj1-219.txt
summary:
  Truth has a different purpose and meaning in the post-totalitarian society than in other systems and ideologies. While these traditional terms – perceiving communism as a dictatorship, as a total sum of totalitarian practices, is what and why they detract from the meaning of power relations, as they focus only on a description of the traditional form of a dictatorship.


id: dpj1-243
author: Chen, Lei
title: Memoirs of a socialist childhood in China: socialism, nationalism and getting ahead
date: 2018
pages: 9
extension: .pdf
mime: application/pdf
words: 5115
sentence: 254
flesch: 65
cache: cache/dpj1-243.pdf
txt: txt/dpj1-243.txt
summary:
  However, I could hear as girls would gather together and discuss: “The math teacher said that even if I tried really hard to excel in math now, after middle school, math track would not suit me as a girl.” I guess I did not have much to complain as I, at least, were from middle class families.


id: dpj1-175
author: Walker, Dana
date: 2018
pages: 21
extension: .pdf
mime: application/pdf
words: 12919
sentence: 601
flesch: 56
cache: cache/dpj1-175.pdf
txt: txt/dpj1-175.txt
title:
  “Teen Views of Sex:” Inter-animation of dialogues in a radio feature story produced by Mexican immigrant youth

summary:
  Feature story: Our School Community (Jan.–May) Work in the KPFW station studios (Oct.–May) Transcript 3: Excerpt from feature story “Teen Views of Sex,” by Tania and Yoli 37 Yoli


id: dpj1-113
author: Bisley, Charles
title: I thought you’d never become one of us
date: 2016
pages: 44
extension: .pdf
mime: application/pdf
words: 25795
sentence: 1513
flesch: 72
cache: cache/dpj1-113.pdf
txt: txt/dpj1-113.txt
summary:
  4 Since 2009, other classes I have taught, and other teachers with other classes, attempted similar changes as part of an ongoing process of teacher inquiry and curriculum development at Kelburn Normal School. I employed this practice in the devising space, joining in role plays, as Dorothy Heathcote demonstrated, with middle status roles that give the teacher some say, but not too much.


id: dpj1-9
author: Aukerman, Maren
date: 2013
pages: 31
extension: .pdf
mime: application/pdf
words: 18641
sentence: 828
flesch: 47
cache: cache/dpj1-9.pdf
txt: txt/dpj1-9.txt
title:
  Rereading Comprehension Pedagogies: Toward a Dialogic Teaching Ethic that Honors Student Sensemaking

summary:
  In the paper that follows, I argue that how educators treat reading comprehension pedagogy rests on varied assumptions about what comprehension means, assumptions embodied in three pedagogical orientations.1 Toward an Ethic of Honoring Sensemaking Making Comprehension-as-Sensemaking the Crux of Reading Pedagogy I propose, then, that reading comprehension pedagogy should shift from its current focus on institutional understandings to a primary emphasis on eliciting, illuminating, and juxtaposing students’


id: dpj1-78
author: Matusov, Eugene; Wegerif, Rupert
title: Dialogue on ‘Dialogic Education’: Has Rupert gone over to ‘the Dark Side’?
date: 2014
pages: 20
extension: .pdf
mime: application/pdf
words: 12369
sentence: 690
flesch: 61
cache: cache/dpj1-78.pdf
txt: txt/dpj1-78.txt
summary:
  Rupert claims that dialogic education is education FOR dialogue and Eugene claims that dialogic education is education AS dialogue. Both believe in education THROUGH dialogue but education through dialogue is not in itself dialogic education.


id: dpj1-283
author: Marino Filho, Armando
title: Overcoming violence through a democratic and dialogical process
date: 2023
pages: 24
extension: .pdf
mime: application/pdf
words: 15674
sentence: 736
flesch: 55
cache: cache/dpj1-283.pdf
txt: txt/dpj1-283.txt
summary:
  The result was a new set of rules that best expressed their interests, such as: “Professor J. cannot step on our feet” (talking about a teacher who was 1.75 m tall and weighed 90 kg, who used to step on the feet of younger children to control their behavior); “Teachers cannot yell at us”; “Teachers cannot force us to study the same content we already studied at school”; or “Children can choose the activities they want to do.” The use of this new power generated admiration and respect from others, although the constitution also regulated his own actions and behavior when he argued with other children and teachers.


id: dpj1-306
author: Barbosa, Perla; Wang, Wenjie
date: 2020
pages: 25
extension: .pdf
mime: application/pdf
words: 14389
sentence: 685
flesch: 50
cache: cache/dpj1-306.pdf
txt: txt/dpj1-306.txt
title:
  Challenging the politics of education: Intertwining dialogic pedagogy with a research-based practicum for first-year pre-service teachers

summary:
  Critical pedagogy and teacher education: Radicalizing prospective teachers. Other PSTs presented signs of critical consciousness early on, revealing an openness to discussing ideological aspects of the current educational system that hinder minorities’ academic success.


id: dpj1-214
author: Emerson, Caryl
title: The Bakhtin of Boris Groys: Pro and Contra
date: 2017
pages: 6
extension: .pdf
mime: application/pdf
words: 3541
sentence: 172
flesch: 53
cache: cache/dpj1-214.pdf
txt: txt/dpj1-214.txt
summary:
  To my knowledge the first integrative discussion of this pedagogical essay in English is by Irina Sandomirskaia, “Bakhtin in Bits and Pieces: Poetic Scholarship, Exilic Theory, and a Close Reading of the Disaster,” in the forum “The Dark and Radiant Bakhtin. Groys’s essay was a product of its liminal time, a historical document, and even its overstatement would have made Bakhtin smile.


id: dpj1-339
author: Currie-Knight, Kevin
date: 2020
pages: 6
extension: .pdf
mime: application/pdf
words: 4198
sentence: 197
flesch: 57
cache: cache/dpj1-339.pdf
txt: txt/dpj1-339.txt
title:
  “Yes, but…” Yes, and…” - A Sympathetic Challenge (and Reframing) of Matusov’s “The Right for Freedom of Education.”

summary:
  That Matusov generally relies on pragmatic arguments for student freedom is important. Suppose we agree with Matusov that learning for “open socialization” requires creativity and that the justification for student RoEF here is that freedom allows for and leads to creativity.


id: dpj1-83
author: Abd Elkader, Nermine
title: Epistemological Approaches to Dialogic Teaching in a Conventional Setting - Critical Review
date: 2014
pages: 7
extension: .pdf
mime: application/pdf
words: 4377
sentence: 173
flesch: 48
cache: cache/dpj1-83.pdf
txt: txt/dpj1-83.txt
summary:
  The debate was interesting at many levels but in my opinion, it highlights an important dilemma that dialogic educators are already starting to face as they try to find a place for ontological dialogue in the context of conventional education with its current status of seeking quantifiable and measureable one-size fits all standard for assessing students’ learning. Ontological dialogue engages the students not because it is an interesting instructional method that makes learning more fun and less boring –although it certainly does - but because ontological dialogue is the essence of human existence and thus an educational project that follows this approach permeates the very essence of the students’ existence.


id: dpj1-53
author: Arya, Diana J.; Parker, Jessica K.
date: 2015
pages: 27
extension: .pdf
mime: application/pdf
words: 15336
sentence: 749
flesch: 47
cache: cache/dpj1-53.pdf
txt: txt/dpj1-53.txt
title:
  Dialogic action in climate change discussions: An international study of high school students in China, New Zealand, Norway and the United States

summary:
  Dialogic Pedagogy: An International Online Journal | http://dpj.pitt.edu DOI: 10.5195/dpj.2015.53 | Vol. 3 (2015) A131 Dialogic action in climate change discussions: An international study of high school students in China, New Zealand, Norway and the United States Diana J. Arya Jessica K. Parker University of California, Santa Barbara Sonoma State University Abstract Global efforts to prepare young developing minds for solving current and future challenges of climate change have advocated interdisciplinary, issues-based instructional approaches in order to transform traditional models of science education as delivering conceptual facts (UNESCO, 2014). (Bowman et al., 2010) ISSN: 2325-3290 (online) Dialogic action in climate change discussions: An international study of high school students in China, New Zealand, Norway and the United States Diana J. Arya & Jessica K. Parker Dialogic Pedagogy: An International Online Journal | http://dpj.pitt.edu DOI: 10.5195/dpj.2015.53 | Vol. 3 (2015)


id: dpj1-200
author: Lobok, Alexander M.
title: The Cartography of Inner Childhood: Fragments from the book
date: 2017
pages: 42
extension: .pdf
mime: application/pdf
words: 26858
sentence: 1145
flesch: 65
cache: cache/dpj1-200.pdf
txt: txt/dpj1-200.txt
summary:
  It is because in general what you do millions of other children all over the world do as well – what a child of your age is assumed or supposed to do. For an ‘objective’ external onlooker, the childhood of different children is largely indistinguishable.


id: dpj1-199
author: Matusov, Eugene; Marjanovic-Shane, Ana
date: 2017
pages: 29
extension: .pdf
mime: application/pdf
words: 18731
sentence: 800
flesch: 50
cache: cache/dpj1-199.pdf
txt: txt/dpj1-199.txt
title:
  Promoting students’ ownership of their own education through critical dialogue and democratic self-governance

summary:
  This is how Open Syllabus students from another class reflected on the Open Syllabus pedagogical regime at the last day of the class: Student#1: I’ll say it A systematic empirical study of Open Syllabus students with strong self-generating authorship (both novice and seasoned) is needed.


id: dpj1-244
author: Tesar, Marek
title: Power, ideology and children: Socialist childhoods in Czechoslovakia
date: 2018
pages: 13
extension: .pdf
mime: application/pdf
words: 7602
sentence: 349
flesch: 58
cache: cache/dpj1-244.pdf
txt: txt/dpj1-244.txt
summary:
  I was also exposed to other narratives in my childhood – stories about other children and their childhoods. My Grandmother’s stories contributed to the production of the resistant discourse of my childhood, perhaps in a similar way to how other grandparents, uncles and aunties challenge dominant ideologies of education with other children through the tales they told.


id: dpj1-132
author: Lemberger, Dorit
title: Dialogical Grammar: Varieties of Dialogue in Wittgenstein’s Methodology
date: 2015
pages: 16
extension: .pdf
mime: application/pdf
words: 10906
sentence: 496
flesch: 51
cache: cache/dpj1-132.pdf
txt: txt/dpj1-132.txt
summary:
  Drury, Maurice O. ‘Conversations with Wittgenstein’, in Ludwig Wittgenstein: Personal Recollections. Dialogic Pedagogy: An International Online Journal | http://dpj.pitt.edu DOI: 10.5195/dpj.2015.132 | Vol. 3 (2015) A158 Dialogical Grammar: Varieties of Dialogue in Wittgenstein’s Methodology Dorit Lemberger Bar-Ilan university


id: dpj1-218
author: Lobok, Alexander
date: 2017
pages: 5
extension: .pdf
mime: application/pdf
words: 2320
sentence: 88
flesch: 50
cache: cache/dpj1-218.pdf
txt: txt/dpj1-218.txt
title:
  Boris Groys between Dialogue and Ideology, or Why It Is So Easy to Fall into the Trap of Fleeting Political Circumstances

summary:
  But the more you read Groys’ text, the more you come to realize that the author was quite serious in claiming to have discovered the theoretical basis of totalitarianism and Stalinism in Bakhtin’s theory of Carnival and it becomes obvious that such a conclusion was made simply due to theoretical carelessness, deficit of analysis, and adherence to certain ideological clichés. The methodology of Groys’s analysis of Bakhtin is highly reminiscent of the methodology of historical- philosophical analysis, which was part and parcel of the old Soviet textbooks on Marxism-Leninism: “Aristotle mistakenly believed…”, “Kant underestimated…”, “Hegel failed to realize…”, “Feuerbach failed to understand…” – such kind of clichés that do not even attempt to try and reconstruct the real thinking space of this or that philosopher according to the inner laws of this space.


id: dpj1-235
author: Aiolfi, Gabriela; Lima, Anselmo; Gritti, Letícia Lemos
date: 2020
pages: 22
extension: .pdf
mime: application/pdf
words: 12187
sentence: 626
flesch: 57
cache: cache/dpj1-235.pdf
txt: txt/dpj1-235.txt
title:
  Dialogic functions of repair by lexical synonymy in the process of writing and rewriting of an opinion article

summary:
  We do not know of other investigations that deal specifically with repair by lexical synonymy in written text the way we propose to do in this article. The second considers the more intricately organized ones, which involve, mostly, written texts.


id: dpj1-308
author: Baxan, Victorina; Pattison-Meek, Joanne; Campbell, Andrew B.
date: 2020
pages: 25
extension: .pdf
mime: application/pdf
words: 15838
sentence: 697
flesch: 49
cache: cache/dpj1-308.pdf
txt: txt/dpj1-308.txt
title:
  Dialogic pedagogy in graduate teacher education research advisement: A narrative account of three teacher educators

summary:
  Knowing the power and value of teacher research is a major motivation for why I was so attracted to teaching research methods in the program. Yet another strategy that may help graduate students understand research methods concepts, acquire research skills and progress well in their research is scaffolding student research (Hughes, 2019).


id: dpj1-248
author: Laptun, Vladimir I.; Tihanov, Galin
title: Pedagogical work of Mikhail M. Bakhtin (1920s – early 1960s)
date: 2018
pages: 11
extension: .pdf
mime: application/pdf
words: 6416
sentence: 374
flesch: 62
cache: cache/dpj1-248.pdf
txt: txt/dpj1-248.txt
summary:
  In December of the same year, the local newspaper Molot published the following advertisement: “A free-of-charge course of lectures on Literature and Arts will soon be given by M. M. Bakhtin in Nevel. Due to certain circumstances, it was only 12 years later that M. M. Bakhtin returned to active pedagogical work.


id: dpj1-245
author: Ben-David Kolikant, Yifat; Pollack, Sarah
date: 2019
pages: 12
extension: .pdf
mime: application/pdf
words: 6793
sentence: 329
flesch: 50
cache: cache/dpj1-245.pdf
txt: txt/dpj1-245.txt
title:
  Collaborative, Multi-perspective Historical Writing: The Explanatory Power of a Dialogical Framework

summary:
  Historical narratives are such cultural tools because they mediate our thinking about the past and are thus crucial in constituting individual and group ethnic and national identities. Historical narratives are, in essence, far from being neutral; rather, they reflect the viewpoints of particular historical narrators and producers (Burke, 1969).


id: dpj1-182
author: Cresswell, James
title: Disengagement, Pedagogical Eros and (the undoing of?) Dialogic pedagogy
date: 2016
pages: 20
extension: .pdf
mime: application/pdf
words: 12851
sentence: 651
flesch: 52
cache: cache/dpj1-182.pdf
txt: txt/dpj1-182.txt
summary:
  Dialogic pedagogy also looks to the same kind of change and so we see an articulation of principles in dialogic pedagogy rearticulated in the conduct of everyday life involving strong evaluations. Dialogic Pedagogy & Strong Evaluations in the Conduct of Everyday Life The foregoing work on the conduct of everyday life and strong evaluations resonates well with dialogic pedagogy.


id: dpj1-172
author: Matusov, Eugene; Smith, Mark; Soslau, Elizabeth; Marjanovic-Shane, Ana; von Duyke, Katherine
title: Dialogic education for and from authorial agency
date: 2016
pages: 36
extension: .pdf
mime: application/pdf
words: 22837
sentence: 1172
flesch: 54
cache: cache/dpj1-172.pdf
txt: txt/dpj1-172.txt
summary:
  School systems concerned with this type of technological approach demand students’ unconditional cooperation with teachers and the school authority. Her research has focused on innovative educational practices: she has critiqued open democratic schools, analyzed the way student agency is conceptualized in education, and evaluated educational discourses for their ability to connect with student thinking.


id: dpj1-121
author: Matusov, Eugene; Miyazaki, Kiyotaka
title: Dialogue on Dialogic Pedagogy
date: 2014
pages: 47
extension: .pdf
mime: application/pdf
words: 29546
sentence: 1572
flesch: 52
cache: cache/dpj1-121.pdf
txt: txt/dpj1-121.txt
summary:
  Japanese dialogic teachers are very sensitive to such students’ behavior. Still, Japanese dialogic teachers believe that they should strive to make lessons dialogic, even if they are not sure if they will achieve this goal, because they believe that they can do something for the learners only in a lesson.


id: dpj1-216
author: Zholkovsky, Alexander
title: Between Groys and Gasparov
date: 2017
pages: 7
extension: .pdf
mime: application/pdf
words: 3642
sentence: 148
flesch: 53
cache: cache/dpj1-216.pdf
txt: txt/dpj1-216.txt
summary:
  With a refreshing shrewdness Groys revealed in his essay the hidden acceptance by Bakhtin of Stalin’s totalitarianism—an acceptance that went unrecognized by Bakhtin’s Western worshippers, who canonized him as a messiah of pluralistic polyphony. It is noteworthy that by the 1980s this very canonization of Bakhtin had acquired somewhat totalitarian features.


id: dpj1-208
author: Shor, Ira; Matusov, Eugene; Marjanovic-Shane, Ana; Cresswell, James
title: Dialogic & Critical Pedagogies: An Interview with Ira Shor
date: 2017
pages: 21
extension: .pdf
mime: application/pdf
words: 13641
sentence: 577
flesch: 50
cache: cache/dpj1-208.pdf
txt: txt/dpj1-208.txt
summary:
  Ira Shor: Billions have been spent on computer hardware, software, peripherals, and bandwidth since 1987, yet critical scholars and educators are still waiting for research confirming that computer applications enhance student learning and achievement. Dialogue began with slides representing how humans make culture followed by lessons based in themes from student life.


id: dpj1-212
author: Groys, Boris
title: Between Stalin and Dionysus: Bakhtin's Theory of the Carnival
date: 2017
pages: 5
extension: .pdf
mime: application/pdf
words: 3350
sentence: 109
flesch: 38
cache: cache/dpj1-212.pdf
txt: txt/dpj1-212.txt
summary:
  US Abstract The essay by Russian American philologist Boris Groys and nine commentaries followed by Groys’ reply to them in this special issue: “Deconstructing Bakhtin, Carnival with Evil”, present a provocative discussion about Bakhtin’s conceptual work and legacy for education and beyond. In this context, the figure of the Russian theorist of culture Mikhail Bakhtin is especially relevant.


id: dpj1-215
author: Larraín, Antonia
date: 2017
pages: 4
extension: .pdf
mime: application/pdf
words: 2210
sentence: 94
flesch: 41
cache: cache/dpj1-215.pdf
txt: txt/dpj1-215.txt
title:
  Aesthetics and the possibility of an anti-totalitarian communism: reading Bakhtin through the lens of Groys

summary:
  The response is not a claim for democracy and/or individual rights, but an aesthetic transformation of horror into laughter (a religious act, according to William James, 1902/2009), based on the acceptance that community and/or people are verified as the unity of the social; as the principle (in the sense of the Greek arché) of social life. Therefore, the community may be the minimal unit of social life, but the real arché is the encounter, the responding act – the unpredictable act that creates a new response, opening a new discursive thread.


id: dpj1-234
author: Vasiliev, Nikolai L
title: M. M. Bakhtin as a University Professor
date: 2018
pages: 7
extension: .pdf
mime: application/pdf
words: 3627
sentence: 228
flesch: 59
cache: cache/dpj1-234.pdf
txt: txt/dpj1-234.txt
summary:
  On March 3, 1958, after hearing the reports of his colleagues about their work in the previous semester, Bakhtin said: “When I was observing students’ work at seminars and exams, I could see that many students simply summarized literary works, instead of analyzing them. Microsoft Word - Vasiliev Bakhtin as a University Professor Layout.docx Dialogic Pedagogy: An International Online Journal | http://dpj.pitt.edu DOI: 10.5195/dpj.2018.234 | Vol. 6 (2018) T1 M. M. Bakhtin as a University Professor1 Nikolai L. Vasiliev Mordovia State University, Russia


id: dpj1-361
author: Kitchen, Shonda
title: A Student's Response to Dr. Matusov’s article, “A Student’s Right to Freedom of Education”
date: 2020
pages: 7
extension: .pdf
mime: application/pdf
words: 4914
sentence: 183
flesch: 57
cache: cache/dpj1-361.pdf
txt: txt/dpj1-361.txt
summary:
  I found out that Finnish students have been one of the top performers in the domains of science, reading, and math in a program called PISA (The Programme for International Student Assessment) since its inception in 2000 (Ustun & Eryilmaz, 2018). This fact indicates that although Finnish students spend the least amount A Student’s Response to Dr. Matusov’s article, “A Student’s Right to Freedom of Education” Shonda Kitchen Dialogic Pedagogy: An International Online Journal | http://dpj.pitt.edu DOI: 10.5195/dpj.2020.361 | Vol. 8 (2020) SF48 of time in the classroom, they appear to be receiving quite an efficient education, given their outstanding achievement in PISA.


id: dpj1-347
author: Shpeizer, Raz; Glassner, Amnon
title: Free Will and Heutagogy
date: 2020
pages: 7
extension: .pdf
mime: application/pdf
words: 4734
sentence: 218
flesch: 55
cache: cache/dpj1-347.pdf
txt: txt/dpj1-347.txt
summary:
  Microsoft Word - Raz Shpeizer, Amnon Glassner, Free will and heutagogy Shpeizer and glassner, 2020-06-14 layout.docx Dialogic Pedagogy: An International Online Journal | http://dpj.pitt.edu DOI: 10.5195/dpj.2020.347 | Vol. 8 (2020) SF80 Free Will and Heutagogy Raz Shpeizer Kaye Academic College of Education, Israel Amnon Glassner Kaye Academic College of Education, Israel Abstract In this paper we argue that there are at least two conditions for the adequate realization of the capacity of free will – and thus of the realization of the right to freedom of education – that are missing from Matusov's account, and needed to be integrated with it in order to enable the successful implementation of the right to freedom of education principle.


id: dpj1-292
author: Matusov, Eugene; Pease-Alvarez, Lucinda
title: Moving from collaboration to critical dialogue in action in education
date: 2020
pages: 19
extension: .pdf
mime: application/pdf
words: 11529
sentence: 513
flesch: 46
cache: cache/dpj1-292.pdf
txt: txt/dpj1-292.txt
summary:
  It provided opportunities for undergraduates and children to engage in a variety of activities, such as arts and crafts (e.g., movie making, clay sculpturing), reading, computer games, Internet exploration, homework, and outside activities (e.g., soccer and basketball games, hikes and walks, and excursions to nearby recreational spots). The undergraduate students were responsible for guiding children as they moved through the maze.


id: dpj1-331
author: Matusov, Eugene
date: 2023
pages: 16
extension: .pdf
mime: application/pdf
words: 10344
sentence: 511
flesch: 52
cache: cache/dpj1-331.pdf
txt: txt/dpj1-331.txt
title:
  Teacher as a benevolent dictator: Promoting a culture of democratic dialogic education in a conventional university

summary:
  The students have a choice of four pedagogical regimes that I provide to them, and they change according to their wants and needs: 1) Open Syllabus for “self-responsible learners and lurkers,” where students can make all decisions about their own education – what to study, how to study, with whom to study, when to study, – including their final grade. 2) Opening Syllabus for “other-responsible learners,” where I made the initial decisions about the organization of the class and then gradually transferred responsibility to the students. No. 2 (2023) A247 Just before the 2018 fall semester started, I was asked to teach a course on cultural diversity for future teachers and students who needed to meet the “multicultural” university requirement.


id: dpj1-217
author: Sandler, Sergeiy
title: The pros and cons of deconstructing Bakhtin: A reflection on Boris Groys
date: 2017
pages: 16
extension: .pdf
mime: application/pdf
words: 10142
sentence: 516
flesch: 60
cache: cache/dpj1-217.pdf
txt: txt/dpj1-217.txt
summary:
  It is, in fact, a later development of what early Bakhtin called “absolute self-exclusion”—my exclusion from the world constituted by my deeds, which, at the same time also “the sense of all Christian morality” and “the starting point for altruistic morality” (Bakhtin 1993, 75). It offered an effective refutation of other simplistic political readings of Bakhtin (a popular pastime for some) and it opened a door to a deeper exploration of the complex, sometimes difficult, philosophy of Mikhail Bakhtin.


id: dpj1-268
author: Alexander, Robin
title: Whose discourse? Dialogic Pedagogy for a post-truth world
date: 2019
pages: 19
extension: .pdf
mime: application/pdf
words: 10700
sentence: 652
flesch: 55
cache: cache/dpj1-268.pdf
txt: txt/dpj1-268.txt
summary:
  Dialogic pedagogy for a post-truth world Robin Alexander University of Cambridge, UK Dialogic pedagogy for a post-truth world Robin Alexander Dialogic Pedagogy: An International Online Journal | https://dpj.pitt.edu DOI: 10.5195/dpj.2019.268 | Vol. 7 (2019) E2 some cases students ... transferred their academic advantage to a different domain.


id: dpj1-236
author: Matusov, Eugene; Marjanovic-Shane, Ana
date: 2018
pages: 38
extension: .pdf
mime: application/pdf
words: 23119
sentence: 1155
flesch: 55
cache: cache/dpj1-236.pdf
txt: txt/dpj1-236.txt
title:
  Beyond equality and inequality in education: Bakhtinian dialogic ethics approach of human uniqueness to educational justice

summary:
  Other students, often recommended my classes to new students… It seemed that justice was restored. However, they were shocked about many different things: some of what they were shocked by was contradictory to what other students were shocked by.


id: dpj1-462
author: Santiago, Arthur; Mattos, Cristiano
date: 2023
pages: 21
extension: .pdf
mime: application/pdf
words: 10577
sentence: 543
flesch: 43
cache: cache/dpj1-462.pdf
txt: txt/dpj1-462.txt
title:
  From classroom education to remote emergency education: transformations in a dialogical pedagogy proposal: 

summary:
  Students can log into the server at any time, so the environment is not only used for classes but as a meeting point for students to discuss and carry out other educational or entertainment activities. Student G: “I think it’s been really sad having to do everything online without looking into the eyes of other students and teachers.


id: dpj1-277
author: Skaftun, Atle
title: Dialogic Discourse Analysis: A methodology for dealing with the classroom as a text
date: 2019
pages: 21
extension: .pdf
mime: application/pdf
words: 12680
sentence: 649
flesch: 54
cache: cache/dpj1-277.pdf
txt: txt/dpj1-277.txt
summary:
  Matusov (2011) finds the idea that teachers author students a scary one, and it seems that he, in order to free the students from the authorial powers of the teacher, is willing to abandon Bakhtin’s general idea of authorship within a shared human life world. I will introduce an example displaying an experience of classroom discourse, before moving on towards reflections over authorship and a conception of the classroom as a text.


id: dpj1-224
author: Strickland, T. Hunter
title: Engaged Dialogic Pedagogy and the Tensions Teachers Face
date: 2019
pages: 8
extension: .pdf
mime: application/pdf
words: 5101
sentence: 184
flesch: 55
cache: cache/dpj1-224.pdf
txt: txt/dpj1-224.txt
summary:
  Lisa’s story in the next chapter highlights another tension that dialogic teachers will come up against, and that is when engaged dialogic practice puts teachers in opposition with their colleagues and administrators. According to the book, this is true even when that choice puts them at odds with other teachers, administrators, and state or national standards.


id: dpj1-346
author: Osovsky, Oleg; Kirzhaeva, Vera; Chernetsova, Ekaterina; Maslova, Elizaveta
date: 2020
pages: 9
extension: .pdf
mime: application/pdf
words: 5295
sentence: 277
flesch: 55
cache: cache/dpj1-346.pdf
txt: txt/dpj1-346.txt
title:
  Education-for-Myself and Education-for-the Other: The Right to Freedom of Education and Mikhail Bakhtin’s Experience

summary:
  M. M. Bakhtin: [The path of the scientist: Pages of life and work of M. M. Bakhtin] // Grani: literaturno-khudozhestvennyy sbornik.


id: dpj1-272
author: Matusov, Eugene; Marjanovic-Shane, Ana; Kullenberg, Tina; Curtis, Kelly
date: 2019
pages: 43
extension: .pdf
mime: application/pdf
words: 28195
sentence: 1461
flesch: 56
cache: cache/dpj1-272.pdf
txt: txt/dpj1-272.txt
title:
  Dialogic analysis vs. discourse analysis of dialogic pedagogy: Social science research in the era of positivism and post-truth

summary:
  Dialogic analysis vs. discourse analysis of dialogic pedagogy Eugene Matusov, Ana Marjanovic-Shane, Tina Kullenberg, Kelly Curtis Dialogic Pedagogy: An International Online Journal | https://dpj.pitt.edu DOI: 10.5195/dpj.2019.272 | Vol. 7 (2019) E27 and then her postponed, arguably contradictory, profound reflection promoted by her later conversations with other teachers (p. 78) (see below). Tina Kullenberg holds a Doctor of Philosophy in Education, currently working at Kristianstad University (Sweden) as a lecturer with teacher students from various programs, and the Master's program in Educational Science.


id: dpj1-495
author: Smith, Mark Philip
title: Dialogic authorial academic language learning: An alternative to genre pedagogy
date: 2022
pages: 23
extension: .pdf
mime: application/pdf
words: 14191
sentence: 600
flesch: 45
cache: cache/dpj1-495.pdf
txt: txt/dpj1-495.txt
summary:
  When focused on meaning, academic language forms become invisible except when there are challenges with intelligibility or modality. The expectation is for language forms to become a necessary byproduct of the production of utterances that are meaningful to oneself and responsive to others.


id: dpj1-304
author: Vatne, Bente; Søndenå, Kari
title: Subjectivity and change in process of supervision
date: 2020
pages: 15
extension: .pdf
mime: application/pdf
words: 7674
sentence: 432
flesch: 49
cache: cache/dpj1-304.pdf
txt: txt/dpj1-304.txt
summary:
  From a Bakhtinian dialogic perspective we value variation and change in student subjectivity as a fruitful, rather than a problematic means of enhancing quality. Subjectivity and change in process of supervision Bente Vatne, Kari Søndenå Dialogic Pedagogy: An International Online Journal | http://dpj.pitt.edu DOI: 10.5195/dpj.2020.304 | Vol. 8 (2020) SA47 Representing a Bakhtinian dialogical perspective in supervision, we regard analysing variation and change in the comprehension of student subjectivity as a fruitful, rather than a problematic means of enhancing quality.


id: dpj1-349
author: King, Jeffry
date: 2020
pages: 6
extension: .pdf
mime: application/pdf
words: 4182
sentence: 240
flesch: 53
cache: cache/dpj1-349.pdf
txt: txt/dpj1-349.txt
title:
  Who Sets the Limits of Educational Freedom? Exploring Bakhtin’s Architectonic Self as a Response to Matusov’s “A Student’s Right to Freedom of Education”

summary:
  Matusov frames his call around Bakhtin’s (1984) notion of a “plurality of consciousnesses with equal rights” (Bakhtin, 1984, p. 6, italics in original) as the starting point for dialogic education, which is essential in order to for students to define their own educational limits. Since Bakhtinian pedagogies favor both/and choices rather than either/ choices, Matusov’s suggested solution does not enhance the dialogic nature of educational relationships.


id: dpj1-312
author: Asterhan, Christa S. C.; Howe, Christine; Lefstein, Adam; Matusov, Eugene; Reznitskaya, Alina
title: Controversies and consensus in research on dialogic teaching and learning
date: 2020
pages: 16
extension: .pdf
mime: application/pdf
words: 9348
sentence: 439
flesch: 52
cache: cache/dpj1-312.pdf
txt: txt/dpj1-312.txt
summary:
  We hope that these contributions will stimulate cross- and trans-disciplinary discussions about dialogic pedagogy research and theory. We share them here, in the hope of stimulating further cross- and trans-disciplinary discussions about dialogic pedagogy research and theory.


id: dpj1-259
author: Smith, Mark Philip
title: Bullying and interpersonal conflict from a “dialogic event” perspective
date: 2019
pages: 42
extension: .pdf
mime: application/pdf
words: 25682
sentence: 1121
flesch: 56
cache: cache/dpj1-259.pdf
txt: txt/dpj1-259.txt
summary:
  I argue here that anti-bullying initiatives reframe the complexity of student discourse around a single universal topic, bullying, instead of addressing such ontologically charged “hot topics” of concern within the interpersonal relations of children, teenagers, and young adults. My analysis of student discourse within the class meetings of a progressive, private middle school in the United States below presents an alternative approach developed from Bakhtin’s notion of the dialogic event which does not presume the need for universal moral discourse to address interpersonal conflict.


id: dpj1-314
author: Matusov, Eugene
title: Pattern-recognition, intersubjectivity, and dialogic meaning-making in education
date: 2020
pages: 24
extension: .pdf
mime: application/pdf
words: 14150
sentence: 789
flesch: 51
cache: cache/dpj1-314.pdf
txt: txt/dpj1-314.txt
summary:
  Pattern recognition and machine learning. If according to school pattern, 2+2 is always 4, then two hundred(s) plus two hundred(s) is four hundred(s) regardless of how perceptually confusing it may look to a child (Matusov, 2009, Chapter 4; 2020, in press, Chapter 9).


id: dpj1-414
author: Jørgensen, Mosse
date: 2023
pages: 25
extension: .pdf
mime: application/pdf
words: 14635
sentence: 845
flesch: 70
cache: cache/dpj1-414.pdf
txt: txt/dpj1-414.txt
title:
  From a school rebellion to a rebel school – its people and their initial struggles with democracy in education

summary:
  I believe that high school students – perhaps especially in the big cities – due to age and environment, are a group characterized by a high degree of self-assertiveness. For high school students, words play a major part.


id: dpj1-387
author: Morrison, Renee
title: 'Google Speak': The discursive practices of search in home-education
date: 2022
pages: 25
extension: .pdf
mime: application/pdf
words: 13160
sentence: 858
flesch: 52
cache: cache/dpj1-387.pdf
txt: txt/dpj1-387.txt
summary:
  It responds to increased understanding of a relationship between particular discursive practices and student online search (Castek et al., 2012; Knight & Mercer, 2015). Several factors are found to positively influence student online search.


id: dpj1-311
author: Cubero, Mercedes; Bascón, Miguel Jesús; Cubero-Pérez, Rosario
title: “My tutor doesn’t say that”: The legitimized voices in dialogic reflection on teaching practices
date: 2020
pages: 19
extension: .pdf
mime: application/pdf
words: 8853
sentence: 396
flesch: 46
cache: cache/dpj1-311.pdf
txt: txt/dpj1-311.txt
summary:
  The participation of student teachers in dialogic reflection is possible and abundant thanks to the experience of the Practicum, which provides a validity criterion for their arguments, supported by the invocation to the authority of teaching experiences. Materials The proposed activity was that student teachers individually wrote a description of a situation experienced in their teaching pre-service practices.


id: dpj1-428
author: Schaffalitzky, Caroline
title: What makes authentic questions authentic?
date: 2022
pages: 13
extension: .pdf
mime: application/pdf
words: 7861
sentence: 370
flesch: 48
cache: cache/dpj1-428.pdf
txt: txt/dpj1-428.txt
summary:
  Compared to the focus on authentic teacher questions in the body of research, there is only little discussion of authentic student questions, so this discussion appears worth pursuing more. First, it appears that authentic student questions are compatible with pre-specified teacher answers.


id: dpj1-353
author: Price-Jones, Kathryn Shelley
title: Students’ Critical Commentaries: Unfettered Voices
date: 2020
pages: 10
extension: .pdf
mime: application/pdf
words: 6546
sentence: 348
flesch: 64
cache: cache/dpj1-353.pdf
txt: txt/dpj1-353.txt
summary:
  According to Brigitte Ziehlke, students who show a higher level of exam anxiety and more general anxiety symptoms show more absences from class than other students (Ziehlke, 1993). They can come to the room any time they please and post comments, ask questions, or talk to other students in the class via a message, or Face-to-face call.


id: dpj1-443
author: Bang-Larsen, Anne; Qvortrup, Ane
title: Dialogic possibilities of online supervision
date: 2022
pages: 23
extension: .pdf
mime: application/pdf
words: 12256
sentence: 644
flesch: 48
cache: cache/dpj1-443.pdf
txt: txt/dpj1-443.txt
summary:
  Microsoft Word - Dialogic possibilities of online supervision (Layout).docx Dialogic Pedagogy: An International Online Journal | http://dpj.pitt.edu DOI: 10.5195/dpj.2022.443 | Vol. 10 (2022) DT59 Dialogic possibilities of online supervision Anne Bang-Larsen University of Southern Denmark, Denmark Ane Qvortrup University of Southern Denmark, Denmark In another study, Bang-Larsen and Qvortrup (2021) show that the development of the supervision of these assignments displayed great variety regarding both the formats of online supervision (e.g., synchronous/asynchronous, audio-or video-based/written) and the use of technologies (e.g., email, SoMe, conferencing systems).


id: dpj1-362
author: Benner, Mikayla
title: Response to “A Student’s Right to Freedom of Education”
date: 2020
pages: 4
extension: .pdf
mime: application/pdf
words: 2524
sentence: 141
flesch: 70
cache: cache/dpj1-362.pdf
txt: txt/dpj1-362.txt
summary:
  Teachers have found that many students do not do their work at all. Presented with these options, many students failed to finish work, or simply did substandard work because they knew there would be no repercussions.


id: dpj1-478
author: Marjanovic-Shane, Ana
title: Four person-ideas in a soul-searching internally persuasive discourse
date: 2023
pages: 19
extension: .pdf
mime: application/pdf
words: 12035
sentence: 887
flesch: 75
cache: cache/dpj1-478.pdf
txt: txt/dpj1-478.txt
summary:
  - Nothing like that exists in other schools. What is the use of passing the artium, when everyone becomes a machine, as you do in many other schools?


id: dpj1-240
author: Matusov, Eugene
title: Ideological and real socialism of my Soviet childhood, schooling, and teaching: Multi-consciousness
date: 2018
pages: 36
extension: .pdf
mime: application/pdf
words: 23675
sentence: 1130
flesch: 57
cache: cache/dpj1-240.pdf
txt: txt/dpj1-240.txt
summary:
  In my reflective observation, Soviet school promoted both the performative political consciousness and the agentic consciousness. In my experiences and observations, Soviet school was highly regimented, highly normative, and highly conformist.


id: dpj1-220
author: Miyazaki, Kiyotaka
title: Comment on Groys’ essay “Between Stalin and Dionysus: Bakhtin's Theory of the Carnival”
date: 2017
pages: 6
extension: .pdf
mime: application/pdf
words: 3030
sentence: 135
flesch: 55
cache: cache/dpj1-220.pdf
txt: txt/dpj1-220.txt
summary:
  Then, he compared the super-author to Stalin, arguing that Bakhtin’s view on polyphonic novel justifies the totalitarianism of Stalin’s regime. The entire work would have been constructed by him as a great dialogue, but one where the author acts as organizer and participant in the dialogue without retaining for himself the final word… (Bakhtin 1984, p.72) The term “organizer” would be better than the term “creator” to describe the role played by the author outside of the novel, as the author outside of the novel does not create the world of novel transcendentally as Groys’ super-author does, but organizes the novel by presenting some stimulating problems to the individuals in the novel and provoking them to generate their voices.


id: dpj1-322
author: Eriksen, Heidi Lie; Gradovski, Mikhail
date: 2020
pages: 27
extension: .pdf
mime: application/pdf
words: 17178
sentence: 777
flesch: 54
cache: cache/dpj1-322.pdf
txt: txt/dpj1-322.txt
title:
  Ethical dilemmas in field placements: The experiences of social work students in Norway and possible implications for social work education

summary:
  SA85 Ethical dilemmas in field placements: The experiences of social work students in Norway and possible implications for social work education Heidi Lie Eriksen University of Stavanger, Norway Mikhail Gradovski University of Stavanger, This experience includes supervising social work students during their in-filed practice periods.


id: dpj1-499
author: Beraldo, Rossana; Barbato, Silviane; Ligorio, M. Beatrice
title: Dialogic approach to the analysis of the meaning-making process in a blended setting
date: 2022
pages: 16
extension: .pdf
mime: application/pdf
words: 8411
sentence: 474
flesch: 47
cache: cache/dpj1-499.pdf
txt: txt/dpj1-499.txt
summary:
  Yeah, they (Brazilian students) still haven't got this… this skill, have they? Task#2 involved perspective-taking, where students should imagine the school in 20 years.


id: dpj1-276
author: Andal, Aireen Grace
title: Whose Discourse, Whose Ears? Harmony in Dialogic Pedagogy amidst the Post-Truth Noise
date: 2019
pages: 5
extension: .pdf
mime: application/pdf
words: 2959
sentence: 140
flesch: 57
cache: cache/dpj1-276.pdf
txt: txt/dpj1-276.txt
summary:
  Even where engaging and highly critical classroom dialogues emerge, these have little bearing if the noise of technocratic “expert” voices drown out the very voices of the people they wish to educate. The challenge is to cultivate the art of listening or a sensitivity to the signals when to slow down, stop, silence and adjust classroom dialogues as integrated to the rest of the world.


id: dpj1-436
author: Kirzhaeva, Vera; Maslova, Elizaveta
title: Fruitful Inspiration: Fresh View on Bakhtinian Dialogism in Some Fields of the Humanities
date: 2021
pages: 6
extension: .pdf
mime: application/pdf
words: 3687
sentence: 164
flesch: 47
cache: cache/dpj1-436.pdf
txt: txt/dpj1-436.txt
summary:
  Диалог в большом времени: литературоведческая концепция М. М. Бахтина (Dialogue in the big time: the literary concept of M. M. Bakhtin). Relying not only on M. Bakhtin, but also on L. Wittgenstein, R. Barthes, M. Foucault, the author analyzes the place of various discourses (from political and sociological to linguistic and even medical) in modern society, determines the laws of their development, emphasizes the role of internal dialogical nature of professional discourse in the development of a language that is understandable not only to members of a particular community, but also to outsiders.


id: dpj1-256
author: Sherry, Michael B
title: Emergence and Development of a Dialogic Whole-class Discussion Genre
date: 2019
pages: 31
extension: .pdf
mime: application/pdf
words: 17289
sentence: 1209
flesch: 61
cache: cache/dpj1-256.pdf
txt: txt/dpj1-256.txt
summary:
  As in the previous examples, this interaction occurred during review of textbook questions students had answered as part of their homework the night before. Likewise, though much prior research on “dialogic,” whole-class discussions has defined them in opposition to the typical IRE/F pattern, attending primarily to types of teacher questions (e.g., Nystrand, Wu, Gamoran, Zeiser, & Long, 2003) and evaluative follow-ups on student responses (e.g., Aukerman, 2007; O’Connor & Michaels, 1993; Sherry, 2014), recent studies have suggested that dialogic discussions may also be a flexible category that includes variations or types depending on purpose (e.g., Parker, 2010) or academic discipline (e.g., Sherry, 2016).


id: dpj1-319
author: Figueredo, Carla Janaina
date: 2020
pages: 32
extension: .pdf
mime: application/pdf
words: 18675
sentence: 826
flesch: 48
cache: cache/dpj1-319.pdf
txt: txt/dpj1-319.txt
title:
  Sink or swim? Responsible situated agency constructed by socioeconomically underprivileged students of English in neoliberal Brazil

summary:
  Abstract This article discusses the results of a four-year investigation on the neoliberal challenges faced by socioeconomically underprivileged students in Brazil who were majoring in English teaching. In his article The Decolonial Option in English Teaching: Can the Subaltern Act?, Kumaravadivelu (2016) puts forward some elements that directly or indirectly support neoliberal principles in the English language education worldwide, namely: the way English-speaking countries impose the consumption of their theories and pedagogical methods to learners and teachers of English from peripherical countries; the way these ‘consumers’ end up reinforcing their marginalizing conditions when they are not able to recognize the value of their own production; the way this marginalization leads to a process of self-marginalization, especially when non-native speakers are confronted by the discourse-driven figure of the infallible native speaker; and finally, the way scholarly research produced in peripherical countries is marginalized for not having been written in neoimperial English.


id: dpj1-521
author: Osovsky, Oleg; Dubrovskaya, Svetlana; Kirzhaeva, Vera; Maslova, Elizaveta
title: Ken Hirschkop’s “new Bakhtin” for the English-speaking students
date: 2022
pages: 9
extension: .pdf
mime: application/pdf
words: 5389
sentence: 321
flesch: 60
cache: cache/dpj1-521.pdf
txt: txt/dpj1-521.txt
summary:
  Thanks to the researchers who took part in this work, not only Sergei Averintsev, Sergei Bocharov, Vadim Kozhinov, and Leontina Melikhova, who were part of Mikhail Bakhtin inner circle, but also to the new generation of Bakhtinists (V. Makhlin, N. Nikolaev, and L. Gogotishvili), the readers were able to discover the depth of the early philosophical texts and the philological and philosophical nature of Bakhtin's book on Dostoevsky. Such a presentation of Bakhtin's texts is fundamentally important for what might be viewed as a new turn in Bakhtin Studies that has been taking place in Russia and beyond since the publication of the Collected Works (see Osovsky & Dubrovskaya, 2021).


id: dpj1-455
author: Allen, Wendy B.; Ryan, Lori G.; Vlasin, Rebecca
date: 2023
pages: 23
extension: .pdf
mime: application/pdf
words: 12639
sentence: 525
flesch: 47
cache: cache/dpj1-455.pdf
txt: txt/dpj1-455.txt
title:
  Leadership learning design principles: Co-creating dialogic and critical pedagogy within cohort and community contexts

summary:
  While this paper is far from sharing the full story of our experiences with early childhood leadership learning and development, our hope is that it provides a place for deeper dialogue and discoveries and contributes to a dynamic process rooted in the central aspects of bringing our work with early childhood professionals to life. USA Abstract The purpose of this paper is to share our pedagogical evolution as graduate faculty in relationship with increasingly diverse cohort communities of early childhood professionals learning across the landscape of leadership roles engaged with young children, families, and other adults.


id: dpj1-431
author: Gradovski, Mikhail
title: Supervision, Advisement and Dialogic Pedagogy: present day issues and provocations for the future
date: 2021
pages: 5
extension: .pdf
mime: application/pdf
words: 2596
sentence: 102
flesch: 43
cache: cache/dpj1-431.pdf
txt: txt/dpj1-431.txt
summary:
  Supervision and advisement are areas of education where Dialogic Pedagogy approach is a welcome guest as learning and teaching constructs that are used in these areas require various forms of dialogue. SA112 Supervision, Advisement and Dialogic Pedagogy: present day issues and provocations for the future Mikhail Gradovski University of Stavanger,


id: dpj1-317
author: Dysthe, Olga
title: Opportunities and challenges of dialogic pedagogy in art museum education
date: 2021
pages: 36
extension: .pdf
mime: application/pdf
words: 22745
sentence: 1130
flesch: 56
cache: cache/dpj1-317.pdf
txt: txt/dpj1-317.txt
summary:
  It was viewed as a flexible guide that could be varied according to different student groups and the educator's interest and talents. Microsoft Word - Dysthe, Challenges and opportunities of dialogic pedagogy in art museum education, 04-20-2021, Layout.docx Dialogic Pedagogy: An International Online Journal | http://dpj.pitt.edu DOI: 10.5195/dpj.2021.317 | Vol. 9 (2021) A1 Opportunities and challenges of dialogic pedagogy in art museum education Olga Dysthe University of Bergen,


id: dpj1-345
author: Shugurova, Olga
date: 2020
pages: 9
extension: .pdf
mime: application/pdf
words: 6169
sentence: 304
flesch: 58
cache: cache/dpj1-345.pdf
txt: txt/dpj1-345.txt
title:
  Exploration of students’ thoughts about their right to freedom of education: “Terrified to love this way of learning, its idea of being free”

summary:
  Even though many students think that some professors discuss the concept of academic freedom, students are never able to claim (i.e., activate) this right for themselves, to define it, and to experience what 1 While I was writing this narrative, I invented the word “tentious,” but I didn’t notice my invention. Microsoft Word - Olga Shagurova, Exploration of students’ thoughts about their right to freedom of education, 2020-05-01, Layout with comments.docx Dialogic Pedagogy: An International Online Journal | http://dpj.pitt.edu DOI: 10.5195/dpj.2020.345 | Vol. 8 (2020) SF50 Exploration of students’ thoughts about their right to freedom of education: “Terrified to love this way of learning, its idea of being free” Olga Shugurova University of Manitoba, Canada


id: dpj1-360
author: Marjanovic-Shane, Ana
title: A Soul-searching assembly: Vignette
date: 2023
pages: 33
extension: .pdf
mime: application/pdf
words: 23310
sentence: 1303
flesch: 70
cache: cache/dpj1-360.pdf
txt: txt/dpj1-360.txt
summary:
  > <<Ana’s reply to Eugene’s remarks, 2020-06-11: In my view, Tom realizes that participation in the fun activities at school make their school much less oppressive than the conventional schools because “one does not have to be scared into dumbing oneself down, as it has been the case in other schools. […] who were thrown out from other schools based on their academic failures… […]


id: dpj1-450
author: Taboada, María Beatriz; Álvarez, Guadalupe
title: Dialogical experiences in, for, and from technologically mediated contexts in teacher education
date: 2022
pages: 29
extension: .pdf
mime: application/pdf
words: 13999
sentence: 574
flesch: 40
cache: cache/dpj1-450.pdf
txt: txt/dpj1-450.txt
summary:
  The sentence and the image had to be shared in a Padlet where they received comments from the professor and other students. The project is thus based on a series of articulated dialogues: • with the class group, in the articulation of views that allow the construction of collaborative analyses on signs of the linguistic landscape and also to discuss meanings around their own and shared reading itineraries; • among the members of the group defined for the experience, from the construction of agreements, the definition of criteria for the mapping and the shared work that sustains the activity; • with other students and recent graduates who have already attended the seminar, from the interactions held in the Facebook group12; • with the teaching team that takes the role of orienting and guiding the process and that encourages the sustained exchange in face-to-face and virtual instances as a condition of possibility of the course proposal; • with the nearby context, from the mapping experience; with previous knowledge and representations, around key concepts of the DA and the notion of violence; • between previous readings and proposals, from a critical position that invites to read discussing meanings, recovering reading experiences, allowing doubt and challenging what appears as certainty; • with different theoretical perspectives, from the way in which they are called upon and questioned in the experiences of collective analysis, evaluating their contributions and limits; • between more theoretical and practical knowledge, from the challenges posed by the approach to discourses; • with the discursive genres, from the reading and writing proposals presented in the course; • between different versions of their own productions, based on feedback from the teaching team that seeks to encourage them to rethink and deepen what they have worked on; 11 Based on the evaluation, some of the groups were asked to rethink aspects of their presentations and to present their work again to the rest of the participants in subsequent classes.


id: dpj1-560
author: Matusov, Eugene
title: Relationships between Democratic Education and Dialogic Education: Conclusion
date: 2023
pages: 12
extension: .pdf
mime: application/pdf
words: 6791
sentence: 399
flesch: 49
cache: cache/dpj1-560.pdf
txt: txt/dpj1-560.txt
summary:
  His current research and practice focus is on Democratic Dialogic Education. Rehabilitation of power in Democratic Dialogic Education.


id: dpj1-576
author: Rapanta, Chrysi; Macagno, Fabrizio
title: Introduction to the Special Issue “Boundaries between dialogic pedagogy and argumentation theory”
date: 2023
pages: 6
extension: .pdf
mime: application/pdf
words: 2954
sentence: 178
flesch: 36
cache: cache/dpj1-576.pdf
txt: txt/dpj1-576.txt
summary:
  Dialogic argumentation has been largely defined as a “social and collaborative process necessary to solve problems and advance knowledge” (Duschl & Osborne, 2002, p. 41). The fifth article by Jonathan Kilpeläa, Kaisa Jokiranta, Jenna Hiltunen, Markus Hähkiöniemi, Sami Lehesvuori, Pasi Nieminen, and Jouni Viiri is an empirical and methodological contribution to “Analyzing science teacher support of dialogic argumentation using teacher roles of questioning and communicative approaches.”


id: dpj1-423
author: Sedova, Klara
date: 2021
pages: 23
extension: .pdf
mime: application/pdf
words: 11963
sentence: 668
flesch: 57
cache: cache/dpj1-423.pdf
txt: txt/dpj1-423.txt
title:
  Is dialogic teaching sustainable? Portrait of a teacher three years after completing a teacher development programme

summary:
  The excerpt has many attributes of dialogic teaching (see section on Dialogic teaching as a difficult- to-attain ideal). When thinking about the scarcity of dialogic teaching, Hennessy and Davies (2020) identified three general reasons for why the implementation of dialogic teaching practices through TPD might not be sustainable: the unmanageable complexity of the change, the lack of deep shift in teacher mindset, and distrust in dialogic teaching.


id: dpj1-517
author: Albano, Giovannina; Mollo, Monica; Polo, Maria; Marsico, Giuseppina
title: Dialogical interactions mediated by technology in mathematics education
date: 2022
pages: 19
extension: .pdf
mime: application/pdf
words: 10549
sentence: 634
flesch: 50
cache: cache/dpj1-517.pdf
txt: txt/dpj1-517.txt
summary:
  Dialogical dimension analysis According to pragma-dialectics, in order for a confrontation of opinions to turn into true argumentation and, therefore, a space for dialogic interaction, students must propose and justify their points of view (confrontation stage) and let their responses be examined by others (opposing points of view and possible critical questions posed by other students) (Van Eemeren & Grootendorst, 1992; Mollo, 2018; Dialogical interactions mediated by technology in mathematics education Giovannina Albano, Monica Mollo, Maria Polo, Giuseppina Marsico Dialogic Pedagogy: An International Online Journal | http://dpj.pitt.edu DOI: 10.5195/dpj.2022.517 | Vol. 10 (2022) Bakhtin, M. M. (1981).


id: dpj1-559
author: Marjanovic-Shane, Ana
title: Dialogic pedagogy in democratically run schools: Introduction
date: 2023
pages: 9
extension: .pdf
mime: application/pdf
words: 4953
sentence: 259
flesch: 51
cache: cache/dpj1-559.pdf
txt: txt/dpj1-559.txt
summary:
  Furthermore, the same term, democratic education, is also used to describe education in democratic schools. In the subsequent correspondence with the authors of these proposals, we (the editors of the Special Issue) realized that many of these authors, who were dialogic pedagogy scholars, indeed, were not well acquainted with democratic schools, if at all.


id: dpj1-551
author: Tsemach, Ehud; Schwarz, Baruch; Israeli, Mirit; Keynan, Omer
title: Advancing group epistemic practices in the resolution of interdisciplinary societal dilemmas
date: 2023
pages: 30
extension: .pdf
mime: application/pdf
words: 16413
sentence: 990
flesch: 55
cache: cache/dpj1-551.pdf
txt: txt/dpj1-551.txt
summary:
  In this study, we used ANT to examine epistemic practices and their advancements in the context Advancing group epistemic practices in the resolution of interdisciplinary societal dilemmas Ehud Tsemach, Baruch Schwarz, Mirit Israeli, Omer Keynan Dialogic Pedagogy: An International Online Journal | http://dpj.pitt.edu DOI: 10.5195/dpj.2023.551 | Vol. 11 The present paper inquires whether a meticulous program designed to resolve Interdisciplinary Societal Dilemmas through dialogic argumentation advances epistemic practices.


id: dpj1-554
author: Azzari, Eliane Fernandes
title: A dialogic and democratic journey throughout editing a (very) special journal issue
date: 2023
pages: 11
extension: .pdf
mime: application/pdf
words: 6744
sentence: 254
flesch: 47
cache: cache/dpj1-554.pdf
txt: txt/dpj1-554.txt
summary:
  In “Promoting a culture of democratic dialogic education in a conventional university: Teacher as a benevolent dictator,” (Matusov, 2023b, this issue) poses the “problem of a teacher as a benevolent dictator in democratic dialogic education.” Promoting an educational culture of democratic dialogic education: Teacher as a benevolent dictator.


id: dpj1-482
author: Sanchez, Sergio L.; Athanases, Steven Z.
title: Dialogic teacher inquiry: The case of a preservice teacher learning to facilitate class discussion
date: 2023
pages: 38
extension: .pdf
mime: application/pdf
words: 21242
sentence: 1215
flesch: 53
cache: cache/dpj1-482.pdf
txt: txt/dpj1-482.txt
summary:
  No. 1 (2023) A7 distinction in our design of teacher inquiry practice. Students as Knowledge Resources for Teachers’ Shaping of Dialogic Instruction Our second domain of resources focuses on students’ behavior and classroom talk, which inform teacher practice (Figure 2, top right).


id: dpj1-458
author: Rinholm, Hanne; Solem, Ida Heiberg; Ulleberg, Inger
title: Dialogues in education: Exploring cases from music and mathematics education
date: 2023
pages: 25
extension: .pdf
mime: application/pdf
words: 14516
sentence: 932
flesch: 53
cache: cache/dpj1-458.pdf
txt: txt/dpj1-458.txt
summary:
  Solem has written several textbooks for teacher students and ISSN: 2325-3290 (online) Dialogues in education: We, who are colleagues from different departments of teacher education at Oslo Metropolitan University, Norway, first got to know each other through a joint interdisciplinary book project on dialogues in education (Christensen & Ulleberg, 2013), which was followed up by a symposium about dialogues in education at a conference in 2014.


id: dpj1-356
author: Matusov, Eugene
title: A student’s right to freedom of education
date: 2020
pages: 28
extension: .pdf
mime: application/pdf
words: 23182
sentence: 1340
flesch: 54
cache: cache/dpj1-356.pdf
txt: txt/dpj1-356.txt
summary:
  The teacher can fully determine their own “approach,” and that approach can suggest or facilitate a corresponding degree of student freedom, but the teacher cannot deprive a student of educational freedom. Limitations of a student’s right to freedom education Like anything in life, a student’s right to freedom of education has its own legitimate limitations.


id: dpj1-466
title: Adopting educational robotics and coding to open dialogic spaces in lower secondary education
date: 2022
pages: 18
extension: .pdf
mime: application/pdf
words: 10284
sentence: 453
flesch: 46
cache: cache/dpj1-466.pdf
txt: txt/dpj1-466.txt
author:
  Ritella, Giuseppe; Loperfido, Fedela Feldia; De Giglio, Gianfranco ; Scurani, Antonietta; Ligorio, Maria Beatrice

summary:
  A few authors have emphasized the importance of the connections between educational activities and the students’ interests and passions (Akkerman & Bakker, 2019), which might promote the expression of the students’ voices. The dialogical processes associated with these types of educational activities have not yet been comprehensively examined.


id: dpj1-480
author: Kullenberg, Tina; Marjanovic-Shane, Ana
title: Democratic education and dialogic pedagogy: synergies and dissonances
date: 2023
pages: 7
extension: .pdf
mime: application/pdf
words: 4215
sentence: 250
flesch: 57
cache: cache/dpj1-480.pdf
txt: txt/dpj1-480.txt
summary:
  Ana Marjanovic-Shane is an Independent Scholar interested in ethical ontological dialogism and meaning- making in education, democratic education, students’ academic freedoms, and students’ critical and creative authorship in self-education. 2 https://earli.org/node/139 ISSN: 2325-3290 (online) Democratic education and dialogic pedagogy: synergies and dissonances Tina Kullenberg, Ana Marjanovic-Shane Dialogic Pedagogy: An International Online Journal | http://dpj.pitt.edu DOI: 10.5195/dpj.2023.480 | Vol. 11


id: dpj1-468
author: Paba Argote, Zuany Luz; De Castro Daza, Diana ; Ramírez Roncancio, Nancy
title: The dialogic nature of regulation in collaborative digital argumentative writing practices
date: 2022
pages: 21
extension: .pdf
mime: application/pdf
words: 11282
sentence: 506
flesch: 34
cache: cache/dpj1-468.pdf
txt: txt/dpj1-468.txt
summary:
  Microsoft Word - The dialogic nature of regulation in collaborative digital argumentative writing practices -- layout.docx Dialogic Pedagogy: An International Online Journal | http://dpj.pitt.edu DOI: 10.5195/dpj.2022.468 | Vol. 10 (2022) DT1 The dialogic nature of regulation in collaborative digital argumentative writing practices Zuany Luz Paba Argote Universidad del Valle-Universidad del Magdalena, Colombia Diana De Castro Daza Universidad del Valle, Colombia Nancy Ramírez Roncancio Universidad Pedagógica y Tecnológica de Colombia, Colombia It also has a major impact on collaborative argumentative writing practices.


id: dpj1-352
author: Middleton, Ray Paul
date: 2020
pages: 6
extension: .pdf
mime: application/pdf
words: 3850
sentence: 177
flesch: 58
cache: cache/dpj1-352.pdf
txt: txt/dpj1-352.txt
title:
  Response to “Moving from collaboration to critical dialogue in action in education” by Matusov & Pease-Alverez, 2020

summary:
  C1 Response to “Moving from collaboration to critical dialogue in action in education” by Matusov & Pease- Alverez, 2020 Ray Paul Middleton Ladder4life, a non-profit organization, UK Abstract Here I reflect and respond to the article on Critical Dialogue in Action: “Moving from collaboration to critical dialogue in action in education” by Matusov and Pease-Alvarez, 2020 2325-3290 (online) Response to “Moving from collaboration to critical dialogue in action in education,” Matusov and Pease-Alvarez, 2020 Ray Paul Middleton Dialogic Pedagogy: An International Online Journal | http://dpj.pitt.edu DOI: 10.5195/dpj.2020.352 | Vol. 8 (2020) C2 something… that it might help my journey of making sense of my practice.


id: dpj1-626
author: Matusov, Eugene
title: A happy system crasher at home and in conventional and democratic schools
date: 2024
pages: 22
extension: .pdf
mime: application/pdf
words: 15168
sentence: 878
flesch: 68
cache: cache/dpj1-626.pdf
txt: txt/dpj1-626.txt
summary:
  Finally, I argue that happy system crashers are essential for Democratic and Dialogic Education. I also consider happy system crashers in democratic educational settings.


id: dpj1-359
author: Dyck, Darren; Cresswell, James
title: Promoting Dialogic Pedagogy through Restricting Technologies
date: 2020
pages: 10
extension: .pdf
mime: application/pdf
words: 6578
sentence: 268
flesch: 48
cache: cache/dpj1-359.pdf
txt: txt/dpj1-359.txt
summary:
  In particular, we prohibited students from communicating with us via email, except in rare circumstances (e.g. medical emergencies, student accessibility accommodations), and we took measures to eliminate PowerPoint from the classroom. Further, we did not provide any course materials to students using the online learning management system (LMS)—materials, in other words, which they could access at their leisure—or allow them to use the LMS to submit assignments digitally.


id: dpj1-549
author: Howe, Christine
title: Classroom interaction and student learning: Reasoned dialogue versus reasoned opposition
date: 2023
pages: 16
extension: .pdf
mime: application/pdf
words: 9418
sentence: 447
flesch: 53
cache: cache/dpj1-549.pdf
txt: txt/dpj1-549.txt
summary:
  So, while I accept unreservedly that Classroom interaction and student learning: Reasoned dialogue versus reasoned opposition Christine Howe Dialogic Pedagogy: An International Online Journal | http://dpj.pitt.edu DOI: 10.5195/dpj.2023.549 | Vol. 11 No. 3 (2023) A31 additional research is needed, the possibility that Howe et al.’s findings about reasoned dialogue apply more generally seemed, to me at least, sufficiently plausible to warrant further analysis. Microsoft Word - Howe, Classroom interaction and student learning, layout.docx Dialogic Pedagogy: An International Online Journal | http://dpj.pitt.edu DOI: 10.5195/dpj.2023.549 | Vol. 11 No. 3 (2023) A26 Classroom interaction and student learning: Reasoned dialogue versus reasoned opposition Christine Howe University of Cambridge, UK Abstract Analyses of classroom interaction have frequently spotlighted reasoned dialogue as beneficial for student learning, and research into small-group activity amongst students offers empirical support.


id: dpj1-445
author: Marjanovic-Shane, Ana
date: 2023
pages: 28
extension: .pdf
mime: application/pdf
words: 18424
sentence: 865
flesch: 53
cache: cache/dpj1-445.pdf
txt: txt/dpj1-445.txt
title:
  A paradigmatic dialogue-disagreement in a democratic school: A conceptual analysis of a soul-searching assembly meeting

summary:
  For Åge and other students who embraced epistemological monism, the students’ freedom of action [to do “what they want”] may be legitimate only within a well-defined unity of epistemological educational values, goals, and purposes. Other students did not exclude love and humanness as values their school should uphold.


id: dpj1-601
author: Tajima, Atsushi; Jiang, Yingmin
date: 2025
pages: 20
extension: .pdf
mime: application/pdf
words: 11314
sentence: 612
flesch: 40
cache: cache/dpj1-601.pdf
txt: txt/dpj1-601.txt
title:
  An educational program addressing tense intercultural communication between Japanese and Chinese students: A Bakhtinian perspective on dialogue and love

summary:
  However, he also expressed a sense of contentment about gaining a better understanding of Chinese emotional perspectives on debt. Whereas Chinese participants remained resolute in their stance that one should provide financial support to familiar friends in times of need, Japanese participants continued to reject the notion of financial indebtedness within personal relationships.


id: dpj1-440
author: Osovsky, Oleg; Dubrovskaya, Svetlana; Chernetsova, Ekaterina
title: Social education through the lens of Bakhtinian theory
date: 2021
pages: 10
extension: .pdf
mime: application/pdf
words: 5836
sentence: 273
flesch: 54
cache: cache/dpj1-440.pdf
txt: txt/dpj1-440.txt
summary:
  The review of the collection of articles Bakhtin in the Fullness of Time: Bakhtinian Theory and the Process of Social Education represents an analysis of the perspectives, main trends, and interpretations of key points, ideas, and concepts of M. M. Bakhtin in the contemporary theory and practice of Social Education. She specializes in Russian literature of the 19th-20th centuries, the scholarly legacy of M. M. Bakhtin, particularly, a study of the functioning of ‘laughter’ in Russian literary consciousness, and methods of teaching Russian as a foreign language.


id: dpj1-488
author: Rietmulder, Jim; Marjanovic-Shane, Ana
title: Freedom, dialogue, and education in a democratic school
date: 2023
pages: 28
extension: .pdf
mime: application/pdf
words: 19409
sentence: 1140
flesch: 71
cache: cache/dpj1-488.pdf
txt: txt/dpj1-488.txt
summary:
  And so, democratic schools have dozens or hundreds of what I think of as self-service systems. Democratic schools vs. progressive schools Ana:


id: dpj1-606
author: Murdock-Perriera, Lisel Alice
title: “They go hand in hand”: Dialogic pedagogy and linguistic belonging in two elementary classrooms
date: 2025
pages: 26
extension: .pdf
mime: application/pdf
words: 15045
sentence: 716
flesch: 51
cache: cache/dpj1-606.pdf
txt: txt/dpj1-606.txt
summary:
  Dialogism in action The snapshot from Table 1.1 contextualizes the findings related to this section, which discusses when and where teachers made space for dialogic interaction, what dialogic interactions looked like in action, and how teachers used this time to validate children’s ways of using language, their ideas, and their contributions. A systematic review of teacher–child interactions with multilingual young children.


id: dpj1-239
author: Miyazaki, Kiyotaka
title: Dialogic Lessons and Triadic Relationship Among Pupils, Learning Topic, and Teacher
date: 2019
pages: 31
extension: .pdf
mime: application/pdf
words: 18601
sentence: 982
flesch: 55
cache: cache/dpj1-239.pdf
txt: txt/dpj1-239.txt
summary:
  This paper analyzes some Japanese teachers’ thoughts and their classroom lessons to examine how and in what form a triadic relationship among pupils, their learning material, and teachers exists in dialogic lessons and how teacher work in a triadic relationship to make it dialogic. Here, pupils and teachers learn about the learning material from each other.


id: dpj1-385
author: Matusov, Eugene
date: 2023
pages: 44
extension: .pdf
mime: application/pdf
words: 30150
sentence: 1535
flesch: 54
cache: cache/dpj1-385.pdf
txt: txt/dpj1-385.txt
title:
  Democracy, dialogism, therapy, progressivism, anarchism, and other values in Martin Duberman’s innovative pedagogy

summary:
  It seems that Duberman was rarely aware of these cultural differences 18 I thank Bob Hampel for alerting me to this cultural sensibility of dialogue by Martin Duberman. This second source, and this is my speculation, could be rooted in the fact that Martin Duberman was a gay man whose sexuality the society tried to “cure,” suppress, and destroy for most of his life but especially in the 1940s, 1950s, and 1960s (Martin described the societal cures and his gay man's odyssey in his book with the same title, Duberman, 2002a).


id: dpj1-546
author: Rapanta, Chrysi; Macagno, Fabrizio
date: 2023
pages: 23
extension: .pdf
mime: application/pdf
words: 12435
sentence: 802
flesch: 55
cache: cache/dpj1-546.pdf
txt: txt/dpj1-546.txt
title:
  Authentic questions as prompts for productive and constructive sequences: A pragmatic approach to classroom dialogue and argumentation

summary:
  Our goal is to analyze whether and how specific types of dialogue prompts can encourage students’ engagement in more sophisticated argumentative interactions, as manifested through the construction of high-complexity arguments. To fulfill this goal, we propose the present exploratory study grounded on three different aspects of classroom dialogue analysis: (a) Dialogue quality of whole-class dialogical sequences, defined as productive dialogues (as defined by the number of students participating with arguments), constructive dialogues (as defined by the higher complexity of arguments produced), or both productive and constructive dialogues (Rapanta & Felton, 2022); (b) Types of dialogue prompts, based on Walton’s (2010, 2022) argumentation dialogue types (explained below); and (c) Types of student arguments, analyzed in terms of their structural complexity based on Toulmin’s (1958) Argument Pattern.


id: dpj1-416
author: Merzliakova, Elena; Gradovski, Mikhail; Eriksen Ødegaard, Elin
date: 2022
pages: 22
extension: .pdf
mime: application/pdf
words: 12945
sentence: 673
flesch: 50
cache: cache/dpj1-416.pdf
txt: txt/dpj1-416.txt
title:
  Dialogue about “learning” across the Northern Norway-Russia border: An analysis of textbooks in kindergarten teacher education

summary:
  Children should be encouraged to establish and maintain good relationships with other children, which is considered to be preventive regarding potential mental health problems. The texts in the textbooks are analyzed and presented in our literature review based on the following sub-concepts posed as questions: - Learning activities: What are activities in which it is thought that kindergarten children learn?


id: dpj1-668
author: Gradovski, Mikhail
title: The merged methods and the dialogic research approach
date: 2024
pages: 4
extension: .pdf
mime: application/pdf
words: 2104
sentence: 89
flesch: 46
cache: cache/dpj1-668.pdf
txt: txt/dpj1-668.txt
summary:
  Merged methods. The introduction of the merged methods as the new group of methods in Social Science heralded a new era of research more than ten years ago.


id: dpj1-544
author: Miyazaki, Kiyotaka
title: Questioning in Bakhtinian dialogic pedagogy and argumentation theory
date: 2023
pages: 23
extension: .pdf
mime: application/pdf
words: 14706
sentence: 780
flesch: 55
cache: cache/dpj1-544.pdf
txt: txt/dpj1-544.txt
summary:
  Finally, the reason why new questions emerge in question-and-answer exchange is investigated within a constructivist perspective from cognitive science. On the contrary, in dialogue, new questions continuously emerge in the exchange of questions and answers, and a focus on newly emerging questions makes a dialogic inquiry rich and fruitful.


id: dpj1-357
author: Matusov, Eugene
date: 2020
pages: 18
extension: .pdf
mime: application/pdf
words: 12458
sentence: 617
flesch: 54
cache: cache/dpj1-357.pdf
txt: txt/dpj1-357.txt
title:
  A student's right to freedom of education and a teacher's fiduciary obligation to support it: A reply to the commentaries

summary:
  I argue against education for awakening both foisted by blind circumstances and foisted by people armed with careful pedagogical design because both types of foisted education rob students from important decision making and evaluation, constituting important aspects of education, as I mentioned above. They aren't rejecting education freedom.


id: dpj1-695
author: Matusov, Eugene
title: Why do students choose the option of the Open Syllabus in a conventional university?
date: 2025
pages: 16
extension: .pdf
mime: application/pdf
words: 10409
sentence: 504
flesch: 55
cache: cache/dpj1-695.pdf
txt: txt/dpj1-695.txt
summary:
  A student would propose a topic from the Curricular Map and then try to convince their peers to choose it (among other topics proposed by other students). Moreover, how should I address the needs of other students (usually a minority) who are ready for self-education?


id: dpj1-558
author: Hakim, Eran; Lefstein, Adam; Netz, Hadar
title: Discussion Formats for Addressing Emotions: Implications for Social-Emotional Learning
date: 2024
pages: 23
extension: .pdf
mime: application/pdf
words: 12860
sentence: 707
flesch: 55
cache: cache/dpj1-558.pdf
txt: txt/dpj1-558.txt
summary:
  For present purposes, it is especially important to address (1) educational assumptions about how SEL discussions should be conducted and (2) cultural assumptions about emotions that affect school SEL discussions. A18 Educational Assumptions Regarding SEL Discussions We identify in the SEL literature three main discursive imperatives: ‘Don’t bottle things up.’


id: dpj1-561
author: Matusov, Eugene
title: The educational regime of the Bakhtinian dialogue
date: 2023
pages: 15
extension: .pdf
mime: application/pdf
words: 8902
sentence: 442
flesch: 53
cache: cache/dpj1-561.pdf
txt: txt/dpj1-561.txt
summary:
  The meaning and practice of dialogue: An ethico-onto-epistemological re-reading and exploration of Bakhtinian dialogue. In conclusion, I problematize the notion of Bakhtinian dialogue and its regime for education.


id: dpj1-504
author: Moate, Josephine; Vass, Eva
title: Exploring dialogical spaces of discovery
date: 2023
pages: 21
extension: .pdf
mime: application/pdf
words: 9663
sentence: 516
flesch: 41
cache: cache/dpj1-504.pdf
txt: txt/dpj1-504.txt
summary:
  Exploring the physicality of dialogic space, Dialogue between ontology and epistemology - New perspectives on theory and methodology in research on learning and education, EARLI SIG 17 & 25 Biennial Conference 2018, 27-28th August 2018, Cambridge University, United Kingdom Moate, J., & Sullivan, P. (2015). Dialogic pedagogies build on the knowledge and experience of the ‘other’ and promote a collective, but not assimilative, journey towards complexity.


id: dpj1-477
author: Marjanovic-Shane, Ana; Kullenberg, Tina; Gradovski, Mikhail
title: Scandinavian experiments in democratic education
date: 2023
pages: 40
extension: .pdf
mime: application/pdf
words: 26154
sentence: 1183
flesch: 49
cache: cache/dpj1-477.pdf
txt: txt/dpj1-477.txt
summary:
  It was a time when large groups of university and high school students in the USA and Western Europe engaged in protests against the social and political establishment, the existing social, racial, and gender injustices, and the wars (especially the American war in Vietnam). The tensions and conflicts the EGO and EGG students experienced right from the start of their schools opened for them the issues of who owns education, who has the legitimate power, and the authority in making decisions regarding different aspects of running the school.


id: dpj1-425
author: Matusov, Eugene
title: The relationship between education and learning and its consequences for dialogic pedagogy
date: 2021
pages: 19
extension: .pdf
mime: application/pdf
words: 12174
sentence: 663
flesch: 57
cache: cache/dpj1-425.pdf
txt: txt/dpj1-425.txt
summary:
  Thus, school learning becomes non-educational, if not anti-educational, since many students dislike it – i.e., appreciate school learning negatively. It can be concluded that the behaviorist appreciation is ineffective in making students appreciate school learning.


id: dpj1-578
author: Svensson, Fredrik
date: 2024
pages: 15
extension: .pdf
mime: application/pdf
words: 10141
sentence: 384
flesch: 50
cache: cache/dpj1-578.pdf
txt: txt/dpj1-578.txt
title:
  The (Im)possibility of Education: Theory and Method in Paolo Freire’s Pedagogy of the Oppressed and Gayatri Spivak’s Righting Wrongs

summary:
  Vol. 12 No. 1 (2024) A1 The (Im)possibility of Education: Theory and Method in Paolo Freire’s Pedagogy of the Oppressed and Gayatri Spivak’s Righting Wrongs Fredrik Svensson Gävle University, Sweden Abstract Postcolonial critics Paulo Freire (1921–1997) and Gayatri Chakravorty Spivak (1942–) have both made attempts at offering pedagogical formulas that take into account the student’s experiences in order to oust oppressive tendencies from the classroom, and at first glance, many of their ideas seem close to identical: Freire speaks dismissively of “banking” education (75), and Spivak rejects rote learning (“Righting” 551); Freire argues that a reconciliation of the teacher-student contradiction is a prerequisite for proper education (all participants need to be “teachers and students” simultaneously [53]), and Spivak exhorts the educator to “learn to learn from below” (548). Postcolonial critics Paulo Freire (1921–1997) and Gayatri Chakravorty Spivak (1942–) have both made attempts at offering pedagogical formulas that take into account the student’s ‘reality’ in order to oust oppressive tendencies from the classroom, and at first glance, many of their ideas seem close to identical: Freire speaks dismissively of “banking” education (75), and Spivak rejects rote learning (“Righting” 551); Freire argues that a reconciliation of the teacher-student contradiction is a prerequisite for proper education (all participants need to be “teachers and students” simultaneously [53]), and Spivak exhorts the educator to “learn to learn from below” (548).


id: dpj1-459
author: Sabey, David
title: Relational Becoming: Considering Classroom Dialogue in Ethico-ontological Terms
date: 2022
pages: 29
extension: .pdf
mime: application/pdf
words: 19483
sentence: 803
flesch: 57
cache: cache/dpj1-459.pdf
txt: txt/dpj1-459.txt
summary:
  I don't understand why you would go to the trouble of moving to a different state and doing all this legal application, when you can- there are other ways to end your life. Although in the moment, I attended mostly to the conceptual substance of her comment, in retrospect, I realize that her comment renders her addressable in several other ways: as someone who is frustrated by her mother’s gendered division of labor, as a capable and physically strong girl, and as someone who wishes that “they” would see traditionally masculine qualities in women too.


id: dpj1-497
author: Shugurova, Olga; Matusov, Eugene; Marjanovic-Shane, Ana
title: The University of Students: A place for joint self-education
date: 2022
pages: 42
extension: .pdf
mime: application/pdf
words: 26826
sentence: 1453
flesch: 57
cache: cache/dpj1-497.pdf
txt: txt/dpj1-497.txt
summary:
  Other students may need advice or a short- or long-term adviser who may help the students to figure out what they want to study, how, what The University of Students: A place for joint self-education Olga Shugurova, Eugene Matusov, Ana Marjanovic-Shane Dialogic Pedagogy: An International Online Journal | http://dpj.pitt.edu DOI: 10.5195/dpj.2022.497 | Vol. 10 (2022) E4 for, and with whom. The UniS mission is to: a) Create opportunities for the students’ encounters with other students;


id: dpj1-548
author: Nussbaum, Michael; Dove, Ian; Putney, LeAnn
title: Bridging dialogic pedagogy and argumentation theory through critical questions
date: 2023
pages: 19
extension: .pdf
mime: application/pdf
words: 11098
sentence: 670
flesch: 52
cache: cache/dpj1-548.pdf
txt: txt/dpj1-548.txt
summary:
  Other argument schemes require different critical questions (or CQs). The study of critical questions in argumentation theory has traditionally been linked with the concept of argument schemes.


id: dpj1-536
author: Ferrada, Donatila; Jara Espinoza, Claudia; Seguel Briones, Alejandra
title: The transformation of the curriculum in the Linking Worlds Dialogic Pedagogy
date: 2023
pages: 21
extension: .pdf
mime: application/pdf
words: 11740
sentence: 520
flesch: 52
cache: cache/dpj1-536.pdf
txt: txt/dpj1-536.txt
summary:
  These experiences of dialogic community classrooms allow the possibility of making visible the forgotten local cultures in the official school curriculum, while they also allow a new reading about themselves in the light of new reinterpretations and resignifications, only limited by those who form the community of co-authors. A108 The transformation of the curriculum in the Linking Worlds Dialogic Pedagogy Donatila Ferrada Centro de Investigación en Educación para la Justicia Social (CIEJUS), Universidad Católica del Maule, Chile Claudia Jara Espinoza Centro de Investigación en Educación para la Justicia Social (CIEJUS), Chile Alejandra Seguel Briones Centro de Investigación en Educación para la Justicia Social (CIEJUS), Chile Abstract Dialogic Pedagogy of the Linking Worlds is characterized by forming community classrooms incorporating a diversity of community agents who join to transform the official school curriculum in Chilean public schools.


id: dpj1-547
date: 2023
pages: 31
extension: .pdf
mime: application/pdf
words: 13916
sentence: 683
flesch: 44
cache: cache/dpj1-547.pdf
txt: txt/dpj1-547.txt
author:
  Kilpelä, Jonathan; Hiltunen, Jenna; Hähkiöniemi, Markus; Jokiranta, Kaisa; Lehesvuori, Sami; Nieminen, Pasi; Viiri, Jouni

title:
  Analyzing science teachers’ support of dialogic argumentation using teacher roles of questioning and communicative approaches

summary:
  This study focuses more specifically on a multi-layered analysis of communicative approaches, teacher questioning roles, and student dialogic argumentation. Student argumentation is also assessed on the basis of dialogicity and complexity of arguments.


id: dpj1-607
author: Sano, Itsuki; Morishita, Mariko; Nishigori, Hiroshi
date: 2025
pages: 31
extension: .pdf
mime: application/pdf
words: 18879
sentence: 1003
flesch: 48
cache: cache/dpj1-607.pdf
txt: txt/dpj1-607.txt
title:
  Dialogic interactions among multi-professionals in the context of online sessions: The use of Mederu to understand Moyatto experiences

summary:
  Japan Abstract This study discusses professional love in the context of online sessions where healthcare professionals employ a dialogic framework to reflect on or explore how discomfort arises in their interprofessional practices. The goal of this study is to provide frontline practitioners and educators with insights into what constitutes professional love in dialogue and to suggest avenues of support for the development of continuous health profession education through such dialogue.


id: dpj1-422
author: Rodriguez, Amardo
title: The New Heresy and the Modern Inquisition
date: 2021
pages: 23
extension: .pdf
mime: application/pdf
words: 15580
sentence: 819
flesch: 60
cache: cache/dpj1-422.pdf
txt: txt/dpj1-422.txt
summary:
  In other words, to say that the word “nigger” acquired its power from history is to suggest that it did so through a process devoid of interpretation. In other words, meaning and context are bound up with each other.


id: dpj1-598
author: Matusov, Eugene
title: The Stand on Dialogic Pedagogy in Our Times of Peace and War: My Perspective on December 12, 2022
date: 2024
pages: 35
extension: .pdf
mime: application/pdf
words: 22061
sentence: 1320
flesch: 55
cache: cache/dpj1-598.pdf
txt: txt/dpj1-598.txt
summary:
  The educatee may see their purpose of education as intrinsic, existential, or ontological education (Matusov & Marjanovic-Shane, 2019), critical or uncritical (Matusov & Marjanovic-Shane, 2012), or instrumental education such as training or even drill (Matusov, Baker, Fan, Choi, & Hampel, 2017). 5. Education must be based on educational paternalism: a. Education practice consists of: i. the designers of education (e.g., educators), coming from the reasonable community, and ii.


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  http://www.washingtonpost.com/blogs/answer-sheet/wp/2015/02/07/teacher-tells-congress-wesimply-cannot-ignore-the-stunning-impact-of-income-inequality-and-high-child-poverty/ stewart


id: dpj1-20
sid: 619
eid: 1
type: ORG
entity:
  http://www.wittgensteinsource.org/texts/bten/ts-213 http://www.library.pitt.edu/ http://www.pitt.edu/


id: dpj1-280
sid: 395
eid: 4
type: PERSON
entity:
  https://www.fromthepage.com/display/search?utf8=%e2%9c%93&collection_id=16&search_strin g=1868&button= peirce


id: dpj1-248
sid: 184
eid: 4
type: FAC
entity:
  https://en.wikipedia.org/wiki/russian_soviet_federative_socialist_republic https://en.wikipedia.org/wiki/russian_soviet_federative_socialist_republic


id: dpj1-53
sid: 313
eid: 1
type: PERSON
entity:
  http://www.thefirstpost.co.uk/76237,newscomment,news-politics,japans-tsunami-and-nuclear-explosion-how-bad-is-it#ixzz1i4wmj8mu anton


id: dpj1-141
sid: 428
eid: 1
type: DATE
entity:
  7 https://www.facebook.com/dialogicpedagogyjournal/posts/894734337204533?reply_comment_id=894765173868116&total_comm ents=12, november 7, 2014


id: dpj1-208
sid: 1
eid: 10
type: ORG
entity:
  university of delaware, usa ana marjanovic-shane chestnut hill college, usa james cresswell ambrose university


id: dpj1-353
sid: 111
eid: 1
type: PERSON
entity:
  https://www.cnet.com/news/using-zoom-while-working-from-home-here-arethe-privacy-risks-to-watch-out-for/ mcmullan


id: dpj1-322
sid: 653
eid: 1
type: PERSON
entity:
  https://www.cswe.org/getattachment/accreditation/accreditation-process/2015epas/2015epas_web_final.pdf.aspx creswell


id: dpj1-331
sid: 418
eid: 1
type: PERSON
entity:
  https://www.stmarysca.edu/sites/default/files/attachments/files/kant--what%20is%20enlightenment_.pdf klag


id: dpj1-240
sid: 841
eid: 6
type: PERSON
entity:
  karl marx https://simple.wikipedia.org/wiki/from_each_according_to_his_ability,_to_each_according_to_his_need


id: dpj1-443
sid: 494
eid: 2
type: PERSON
entity:
  https://pioneerinstitute.org/pioneer-research/academic-standards-pioneer-research/keepingstudents-academically-engaged-during-the-coronavirus-crisis-part-one/. creswell


id: dpj1-443
sid: 570
eid: 8
type: PERSON
entity:
  https://www.uvm.dk/-/media/filer/uvm/gym-laereplaner2017/stx/studieretningsprojektet-stx-august-2017-ua.pdf maxwell


id: dpj1-443
sid: 631
eid: 5
type: ORG
entity:
  https://www.uvm.dk/-/media/filer/uvm/gym-laereplaner2017/htx/studieomraadet-htx-vejledning-marts-2019-ua.pdf walker


id: dpj1-450
sid: 574
eid: 1
type: PERSON
entity:
  http://ematusov.soe.udel.edu/vita/articles/matusov,%20authorial%20teaching%20and%20learnin g,%202011.pdf matusov


id: dpj1-462
sid: 432
eid: 1
type: ORG
entity:
  https://agenciadenoticias.ibge.gov.br/en/agencia-press-room/2185-news-agency/releasesen/30794-pnad-continua-taxa-de-desocupacao-e-de-14-7-e-taxa-de-subutilizacao-e-de-29-7-notrimestre-encerrado-em-marco-2 kimball


id: dpj1-462
sid: 434
eid: 1
type: GPE
entity:
  https://medium.com/@davidvkimball/what-ive-learned-from-running-a-10-000-memberdiscord-server-60c4f613a63d klintowitz


id: dpj1-356
sid: 959
eid: 1
type: PERSON
entity:
  https://www.stmarysca.edu/sites/default/files/attachments/files/kant--what%20is%20enlightenment_.pdf karsten


id: dpj1-356
sid: 1068
eid: 1
type: PERSON
entity:
  https://blogs.lse.ac.uk/gender/2018/09/24/attack-on-freedom-of-education-in-hungary-the-case-of-genderstudies/ phillips


id: dpj1-385
sid: 1320
eid: 1
type: PERSON
entity:
  https://www.stmarysca.edu/sites/default/files/attachments/files/kant--what%20is%20enlightenment_.pdf katriel


id: dpj1-598
sid: 1128
eid: 1
type: PERSON
entity:
  https://www.stmarysca.edu/sites/default/files/attachments/files/kant--what%20is%20enlightenment_.pdf kant


id: dpj1-601
sid: 493
eid: 1
type: PERSON
entity:
  https://doi.org/10.5195/dpj.2018.189 https://doi.org/10.1073/pnas.1015316108 https://www.jstor.org/stable/40550456


id: dpj1-601
sid: 552
eid: 1
type: PERSON
entity:
  https://www.tandfonline.com/doi/abs/10.1080/07256860120037382 https://doi.org/10.1017/cbo9780511755002.016


id: dpj1-497
sid: 1253
eid: 1
type: PERSON
entity:
  https://www.stmarysca.edu/sites/default/files/attachments/files/kant--what%20is%20enlightenment_.pdf kelly


id: dpj1-422
sid: 759
eid: 1
type: PERSON
entity:
  https://www.insidehighered.com/news/2020/09/08/professor-suspended-saying-chinese-wordsounds-english-slur flaherty


id: dpj1-422
sid: 764
eid: 1
type: ORG
entity:
  https://www.thefire.org/research/publications/miscellaneous-publications/scholars-underfire/scholars-under-fire-full-text/


id: dpj1-422
sid: 784
eid: 1
type: GPE
entity:
  https://www.chronicle.com/article/how-a-dispute-over-the-n-wordbecame-a-dispiriting-farce/?cid2=gen_login_refresh&cid=gen_sign_in kennedy


id: dpj1-422
sid: 807
eid: 3
type: PERSON
entity:
  https://www.mtroyal.ca/aboutmountroyal/mediaroom/perspectives/2021/08/lower-case-asindigenous-eventing-support-resistance.htm marshall


id: dpj1-422
sid: 822
eid: 1
type: ORG
entity:
  https://www.insidehighered.com/news/2015/04/09/screening-american-sniper-u-michigancanceled-restored-after-student-complaints news


id: dpj1-422
sid: 842
eid: 1
type: ORG
entity:
  https://www.thecollegefix.com/centralmichigan-professor-driven-from-classroom-after-quoting-racial-slur-in-court-decision/ scranton


id: dpj1-422
sid: 858
eid: 1
type: PERSON
entity:
  https://augsburgecho.com/2018/11/30/faculty-respond-to-professors-use-of-n-word-by-calling-forinstitutional-change-around-racial-justice/ tully


id: dpj1-548
sid: 529
eid: 2
type: ORG
entity:
  http://www.taylorfrancis.com/books/edit/10.4324/9780429441677/routledge-internationalhandbook-research-dialogic-education-neil-mercer-rupert-wegerif-louis-major mehan


# pos

id: dpj1-148
sid: 481
tid: 7
pos: PROPN
token:
  http://www.washingtonpost.com/blogs/answer-sheet/wp/2015/02/07/teacher-tells-congress-wesimply-cannot-ignore-the-stunning-impact-of-income-inequality-and-high-child-poverty/

lemma:
  http://www.washingtonpost.com/blogs/answer-sheet/wp/2015/02/07/teacher-tells-congress-wesimply-cannot-ignore-the-stunning-impact-of-income-inequality-and-high-child-poverty/


id: dpj1-110
sid: 320
tid: 22
pos: PROPN
token:
  http://www.mdrc.org/preliminary-look-early-educational-results-opportunity-nyc-%e2%80%93-family-rewards-program

lemma:
  http://www.mdrc.org/preliminary-look-early-educational-results-opportunity-nyc-%e2%80%93-family-rewards-program


id: dpj1-353
sid: 111
tid: 3
pos: PROPN
token:
  https://www.cnet.com/news/using-zoom-while-working-from-home-here-arethe-privacy-risks-to-watch-out-for/

lemma:
  https://www.cnet.com/news/using-zoom-while-working-from-home-here-arethe-privacy-risks-to-watch-out-for/


id: dpj1-443
sid: 494
tid: 7
pos: PROPN
token:
  https://pioneerinstitute.org/pioneer-research/academic-standards-pioneer-research/keepingstudents-academically-engaged-during-the-coronavirus-crisis-part-one/.

lemma:
  https://pioneerinstitute.org/pioneer-research/academic-standards-pioneer-research/keepingstudents-academically-engaged-during-the-coronavirus-crisis-part-one/.


id: dpj1-256
sid: 987
tid: 3
pos: PROPN
token:
  http://archive.education.jhu.edu/pd/newhorizons/strategies/topics/literacy/articles/story-makessense-of-story/.

lemma:
  http://archive.education.jhu.edu/pd/newhorizons/strategies/topics/literacy/articles/story-makessense-of-story/.


id: dpj1-468
sid: 481
tid: 1
pos: PROPN
token:
  https://blogs.eltiempo.com/afrocolombianidad/2014/09/15/la-corrupcion-no-es-la-unicacausa-de-la-pobreza-del-choco/

lemma:
  https://blogs.eltiempo.com/afrocolombianidad/2014/09/15/la-corrupcion-no-es-la-unicacausa-de-la-pobreza-del-choco/


id: dpj1-356
sid: 1068
tid: 3
pos: PROPN
token:
  https://blogs.lse.ac.uk/gender/2018/09/24/attack-on-freedom-of-education-in-hungary-the-case-of-genderstudies/

lemma:
  https://blogs.lse.ac.uk/gender/2018/09/24/attack-on-freedom-of-education-in-hungary-the-case-of-genderstudies/


id: dpj1-422
sid: 801
tid: 3
pos: PROPN
token:
  https://quillette.com/2021/06/27/the-bias-narrative-versus-the-development-narrative-thinkingabout-persistent-racial-inequality-in-the-united-states/

lemma:
  https://quillette.com/2021/06/27/the-bias-narrative-versus-the-development-narrative-thinkingabout-persistent-racial-inequality-in-the-united-states/


id: dpj1-422
sid: 822
tid: 3
pos: NOUN
token:
  https://www.insidehighered.com/news/2015/04/09/screening-american-sniper-u-michigancanceled-restored-after-student-complaints

lemma:
  https://www.insidehighered.com/news/2015/04/09/screening-american-sniper-u-michigancanceled-restored-after-student-complaint


id: dpj1-422
sid: 837
tid: 3
pos: PROPN
token:
  https://www.higheredtoday.org/2018/12/17/rise-mental-health-college-campusesprotecting-emotional-health-nations-college-students/

lemma:
  https://www.higheredtoday.org/2018/12/17/rise-mental-health-college-campusesprotecting-emotional-health-nations-college-students/


id: dpj1-422
sid: 842
tid: 7
pos: PROPN
token:
  https://www.thecollegefix.com/centralmichigan-professor-driven-from-classroom-after-quoting-racial-slur-in-court-decision/

lemma:
  https://www.thecollegefix.com/centralmichigan-professor-driven-from-classroom-after-quoting-racial-slur-in-court-decision/


id: dpj1-422
sid: 858
tid: 6
pos: NOUN
token:
  https://augsburgecho.com/2018/11/30/faculty-respond-to-professors-use-of-n-word-by-calling-forinstitutional-change-around-racial-justice/

lemma:
  https://augsburgecho.com/2018/11/30/faculty-respond-to-professors-use-of-n-word-by-calling-forinstitutional-change-around-racial-justice/


