item: #1 of 159 id: dpj1-101 author: Richards, Kendall; Pilcher, Nick title: Avoiding Dialogues of Non-discovery through Promoting Dialogues of Discovery date: 2015 words: 11003 flesch: 58 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. keywords: assessment; chinese; dialogue; discovery; discuss; education; journal; language; lecturer; non; pilcher; richards; students; words cache: dpj1-101.pdf plain text: dpj1-101.txt item: #2 of 159 id: dpj1-107 author: Matusov, Eugene title: Chronotopes in education: Conventional and dialogic date: 2015 words: 19849 flesch: 49 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. keywords: authorship; chronotope; classroom; dialogic; doi; education; espoused; eugene; journal; learning; matusov; new; ontological; pattern; pedagogy; press; school; self; space; students; teacher; teaching; time; university cache: dpj1-107.pdf plain text: dpj1-107.txt item: #3 of 159 id: dpj1-110 author: Matusov, Eugene title: Legitimacy of non-negotiable imposition in diverse approaches to education date: 2015 words: 26516 flesch: 46 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. keywords: activities; anarchist; approach; class; curriculum; doi; dsm; education; education eugene; imposition; international; journal; learning; legitimacy; life; making; matusov; new; non; ose; ose students; pedagogy; school; society; students; teacher; vol cache: dpj1-110.pdf plain text: dpj1-110.txt item: #4 of 159 id: dpj1-113 author: Bisley, Charles title: I thought you’d never become one of us date: 2016 words: 25795 flesch: 72 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. keywords: bisley; blog; character; charles; children; class; dialogic; dialogue; doi; drama; hoss; journal; kids; language; learning; maisie; new; online; pedagogy; play; process; role; space; teacher; thought; time; vol; way; world; writing cache: dpj1-113.pdf plain text: dpj1-113.txt item: #5 of 159 id: dpj1-121 author: Matusov, Eugene; Miyazaki, Kiyotaka title: Dialogue on Dialogic Pedagogy date: 2014 words: 29546 flesch: 52 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. keywords: author; bakhtin; children; culture; dialogic; dialogue; education; epistemological; eugene; instrumental; journal; kiyotaka; learning; lesson; life; matusov; miyazaki; new; pedagogical; pedagogy; pedagogy eugene; people; question; relation; students; teacher; vol; world cache: dpj1-121.pdf plain text: dpj1-121.txt item: #6 of 159 id: dpj1-122 author: Marjanovic-Shane, Ana title: A paradigmatic disagreement in "Dialogue on Dialogic Pedagogy" by Eugene Matusov and Kiyotaka Miyazaki date: 2014 words: 3421 flesch: 43 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. keywords: dialogic; dialogue; eugene; pedagogy; teacher cache: dpj1-122.pdf plain text: dpj1-122.txt item: #7 of 159 id: dpj1-123 author: Sullivan, Paul title: Dialogue on Dialogue on Dialogic Pedagogy date: 2014 words: 5204 flesch: 56 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. keywords: dialogic; dialogue; eugene; kiyo; non; pedagogy; teacher cache: dpj1-123.pdf plain text: dpj1-123.txt item: #8 of 159 id: dpj1-124 author: Wegerif, Rupert title: Commentary on Eugene and Kiyo’s dialogue on dialogic pedagogy date: 2014 words: 5384 flesch: 59 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. keywords: agency; dialogic; dialogue; eugene; kiyo; pedagogy; world cache: dpj1-124.pdf plain text: dpj1-124.txt item: #9 of 159 id: dpj1-125 author: Ferholt, Beth title: A Response to Eugene and Kiyo’s Dialogue-Disagreement on Dialogic Pedagogy date: 2014 words: 2579 flesch: 65 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. keywords: eugene; freedom; kiyo; pedagogy; teachers cache: dpj1-125.pdf plain text: dpj1-125.txt item: #10 of 159 id: dpj1-126 author: White, E. Jayne title: Concluding Commentary: Response to Eugene and Kiyo date: 2014 words: 4597 flesch: 50 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. keywords: author; bakhtin; dialogic; eugene; hero; kiyo; pedagogy; teacher; white cache: dpj1-126.pdf plain text: dpj1-126.txt item: #11 of 159 id: dpj1-132 author: Lemberger, Dorit title: Dialogical Grammar: Varieties of Dialogue in Wittgenstein’s Methodology date: 2015 words: 10906 flesch: 51 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 keywords: conversation; dialogue; grammar; investigations; language; meaning; method; nature; oxford; person; plato; use; wittgenstein cache: dpj1-132.pdf plain text: dpj1-132.txt item: #12 of 159 id: dpj1-14 author: Matusov, Eugene; Marjanovic-Shane, Ana; Ben-David Kolikant, Yifat title: DPJ Editorial: Launching the new journal date: 2013 words: 3714 flesch: 45 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. keywords: dpj; editorial; education; journal; pedagogy cache: dpj1-14.pdf plain text: dpj1-14.txt item: #13 of 159 id: dpj1-141 author: Matusov, Eugene; Lemke, Jay title: Values in dialogic pedagogy date: 2015 words: 13278 flesch: 45 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. keywords: approach; dialogic; education; eugene; good; jay; lemke; matusov; pedagogy; practice; public; society; students; teacher; teaching; values cache: dpj1-141.pdf plain text: dpj1-141.txt item: #14 of 159 id: dpj1-147 author: Tallant, Laura title: Reflecting on the place of dialogue and the nature of adult motivations within early childhood research date: 2015 words: 2774 flesch: 40 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. keywords: authors; book; childhood; children; relationships; research cache: dpj1-147.pdf plain text: dpj1-147.txt item: #15 of 159 id: dpj1-148 author: Stewart, Trevor Thomas; Boggs, George L. title: Emerging Dialogic Structures in Education Reform: An analysis of Urban Teachers’ Online Compositions date: 2016 words: 11633 flesch: 45 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? keywords: bakhtin; boggs; compositions; dialogic; dialogue; education; education reform; language; new; online; reform; school; social; speech; stewart; students; teachers cache: dpj1-148.pdf plain text: dpj1-148.txt item: #16 of 159 id: dpj1-15 author: White, E. Jayne title: Wegerif's 21st century advance on dialogic space date: 2013 words: 1194 flesch: 42 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. keywords: education; pedagogy; wegerif cache: dpj1-15.pdf plain text: dpj1-15.txt item: #17 of 159 id: dpj1-151 author: Marjanovic-Shane, Ana title: Spoilsport in Drama in Education vs. Dialogic Pedagogy date: 2016 words: 22884 flesch: 55 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. keywords: boys; chronotope; development; die; drama; education; heathcote; journal; learning; marjanovic; matusov; participants; pedagogy; play; role; shane; spoilsport; students; teacher; vol; world cache: dpj1-151.pdf plain text: dpj1-151.txt item: #18 of 159 id: dpj1-159 author: Lima, Anselmo; von Duyke, Katherine 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 date: 2016 words: 15708 flesch: 61 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. keywords: anselmo; bakhtin; class; classroom; course; duyke; education; journal; katherine; katherine von; lima; pedagogy; students; teacher; teaching; time; von; writings cache: dpj1-159.pdf plain text: dpj1-159.txt item: #19 of 159 id: dpj1-16 author: Gradovski, Mikhail title: Bakhtinian pedagogy is needed in our postmodern world date: 2013 words: 1271 flesch: 51 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. keywords: bakhtin; education; pedagogy cache: dpj1-16.pdf plain text: dpj1-16.txt item: #20 of 159 id: dpj1-160 author: Brown, Alexis Carmela title: Classroom community and discourse: How argumentation emerges during a Socratic circle date: 2016 words: 9840 flesch: 51 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. keywords: argumentation; circle; classroom; discourse; discussion; learning; practices; students; talk; turns; use cache: dpj1-160.pdf plain text: dpj1-160.txt item: #21 of 159 id: dpj1-162 author: Ferholt, Beth title: Bakhtin for Preschool Teachers date: 2015 words: 2680 flesch: 52 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. keywords: childhood; education; pedagogy; teachers; white cache: dpj1-162.pdf plain text: dpj1-162.txt item: #22 of 159 id: dpj1-163 author: Richards, Kendall; Pilcher, Nick title: An individual subjectivist critique of the use of corpus linguistics to inform pedagogical materials date: 2016 words: 12678 flesch: 54 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... keywords: context; corpora; corpus; corpus linguistics; critique; elements; individual; journal; language; linguistics; objectivist; usage; use; view; words cache: dpj1-163.pdf plain text: dpj1-163.txt item: #23 of 159 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 words: 9808 flesch: 55 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. keywords: boundary; experts; king; learning; projects; quality; school; student work; students; use; value; work; world cache: dpj1-165.pdf plain text: dpj1-165.txt item: #24 of 159 id: dpj1-170 author: Matusov, Eugene; Marjanovic-Shane, Ana title: Radical Proposal for Educational Pluralism and The State’s Educational Neutrality Policy date: 2016 words: 17034 flesch: 45 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. keywords: education; freedom; good; journal; marjanovic; matusov; monopoly; neutrality; new; pedagogy; pluralism; policy; proposal; public; schools; shane; society; state; students; view; voucher cache: dpj1-170.pdf plain text: dpj1-170.txt item: #25 of 159 id: dpj1-171 author: Janecek, Uvaldina Montoya; Moss, Glenda; Graham, Yolanda; Mason, Paula title: Applying Intersubjectivity for Professional Development date: 2016 words: 12883 flesch: 71 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? keywords: development; glenda; journal; learning; paula; pedagogy; students; teaching; uvaldina; way; yolanda cache: dpj1-171.pdf plain text: dpj1-171.txt item: #26 of 159 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 words: 22837 flesch: 54 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. keywords: agency; approach; authorial; children; devon; doi; duyke; education; eugene; international; john; journal; learning; marjanovic; matusov; new; pedagogy; peter; school; shane; smith; students; teacher; technological; university cache: dpj1-172.pdf plain text: dpj1-172.txt item: #27 of 159 id: dpj1-173 author: Nouri, Ali; Pihlgren, Ann title: Socratic Seminars for Students with Autism Spectrum Disorders date: 2018 words: 10963 flesch: 42 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). keywords: asds; autism; autism spectrum; behavior; children; communication; dialogic; dialogue; disorders; educational; journal; learning; pihlgren; research; seminars; skills; students cache: dpj1-173.pdf plain text: dpj1-173.txt item: #28 of 159 id: dpj1-175 author: Walker, Dana title: “Teen Views of Sex:” Inter-animation of dialogues in a radio feature story produced by Mexican immigrant youth date: 2018 words: 12919 flesch: 56 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 keywords: dana; dialogic; dialogue; feature story; new; program; radio; radio feature; school; self; sex; story; students; tania; teen; views; yoli; youth; zittoun cache: dpj1-175.pdf plain text: dpj1-175.txt item: #29 of 159 id: dpj1-178 author: Matusov, Eugene title: Severe limitations of the poietic individual mind date: 2017 words: 4856 flesch: 53 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. keywords: human; jim; kahneman; matusov; mind; pedro; system#1 cache: dpj1-178.pdf plain text: dpj1-178.txt item: #30 of 159 id: dpj1-181 author: Beach, Richard title: Students' Use of Languaging in Rewriting Events from The Things They Carried date: 2017 words: 10897 flesch: 60 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. keywords: characters; events; journal; kiowa; language; languaging; martha; rewriting; story; students; things; tim; use cache: dpj1-181.pdf plain text: dpj1-181.txt item: #31 of 159 id: dpj1-182 author: Cresswell, James title: Disengagement, Pedagogical Eros and (the undoing of?) Dialogic pedagogy date: 2016 words: 12851 flesch: 52 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. keywords: conduct; dialogue; disengagement; education; eros; evaluations; learning; life; matusov; pedagogy; people; students; taylor cache: dpj1-182.pdf plain text: dpj1-182.txt item: #32 of 159 id: dpj1-184 author: Rees, Carol; Roth, Wolff-Michael title: Interchangeable Positions in Interaction Sequences in Science Classrooms date: 2017 words: 10766 flesch: 57 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. keywords: classrooms; dialogue; fragment; journal; patterns; roth; science; situation; students; teacher; turn; type; water cache: dpj1-184.pdf plain text: dpj1-184.txt item: #33 of 159 id: dpj1-189 author: Dafermos, Manolis title: Relating dialogue and dialectics: a philosophical perspective date: 2018 words: 9776 flesch: 44 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) keywords: bakhtin; consciousness; dafermos; development; dialectics; dialogic; dialogue; hegel; human; journal; knowledge; pedagogy; perspective; philosophy; thinking cache: dpj1-189.pdf plain text: dpj1-189.txt item: #34 of 159 id: dpj1-195 author: Jaeger, Elizabeth L. title: Initiation, Response, Follow-up and Beyond: Analyzing Dialogue Around Difficulty in a Tutorial Setting date: 2019 words: 14279 flesch: 56 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. keywords: analysis; bella; child; dialogic; dialogue; discourse; elizabeth; follow; interactions; jaeger; journal; moves; reading; research; response; sequence; students; study; tutoring cache: dpj1-195.pdf plain text: dpj1-195.txt item: #35 of 159 id: dpj1-199 author: Matusov, Eugene; Marjanovic-Shane, Ana title: Promoting students’ ownership of their own education through critical dialogue and democratic self-governance date: 2017 words: 18731 flesch: 50 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. keywords: class; culture; education; learning; matusov; online; opening; opening syllabus; ownership; pedagogy; professor; regime; self; shane; students; syllabus; syllabus class; syllabus students cache: dpj1-199.pdf plain text: dpj1-199.txt item: #36 of 159 id: dpj1-20 author: Roth, Wolff-Michael title: An Integrated Theory of Thinking and Speaking that Draws on Vygotsky and Bakhtin/Vološinov date: 2013 words: 13638 flesch: 45 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). keywords: activity; bakhtin; development; individual; language; life; relation; roth; signification; speaking; speech; speech activity; thinking; thought; vološinov; vygotskij; vygotsky; word cache: dpj1-20.pdf plain text: dpj1-20.txt item: #37 of 159 id: dpj1-200 author: Lobok, Alexander M. title: The Cartography of Inner Childhood: Fragments from the book date: 2017 words: 26858 flesch: 65 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. keywords: alexander; brother; cartography; child; childhood; childhood alexander; children; doi; dpj.2017.200 |; experiences; father; feelings; human; imagination; inner; journal; life; lobok; mother; online; pedagogy; people; person; room; school; self; time; way; world; | vol cache: dpj1-200.pdf plain text: dpj1-200.txt item: #38 of 159 id: dpj1-208 author: Shor, Ira; Matusov, Eugene; Marjanovic-Shane, Ana; Cresswell, James title: Dialogic & Critical Pedagogies: An Interview with Ira Shor date: 2017 words: 13641 flesch: 50 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. keywords: class; cresswell; dialogic; dialogue; education; eugene; freire; interview; ira shor; journal; justice; literacy; marjanovic; matusov; online; pedagogy; power; social; society; students; teaching cache: dpj1-208.pdf plain text: dpj1-208.txt item: #39 of 159 id: dpj1-212 author: Groys, Boris title: Between Stalin and Dionysus: Bakhtin's Theory of the Carnival date: 2017 words: 3350 flesch: 38 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. keywords: bakhtin; carnival; groys; novel; people; stalin; theory; world cache: dpj1-212.pdf plain text: dpj1-212.txt item: #40 of 159 id: dpj1-213 author: Groys, Boris title: My Bakhtin: A reply to the commentaries date: 2017 words: 860 flesch: 64 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. keywords: bakhtin; text cache: dpj1-213.pdf plain text: dpj1-213.txt item: #41 of 159 id: dpj1-214 author: Emerson, Caryl title: The Bakhtin of Boris Groys: Pro and Contra date: 2017 words: 3541 flesch: 53 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. keywords: bakhtin; carnival; dialogic; emerson; forum; gasparov; groys; journal; pedagogy cache: dpj1-214.pdf plain text: dpj1-214.txt item: #42 of 159 id: dpj1-215 author: Larraín, Antonia title: Aesthetics and the possibility of an anti-totalitarian communism: reading Bakhtin through the lens of Groys date: 2017 words: 2210 flesch: 41 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. keywords: bakhtin; community; life; social; understanding cache: dpj1-215.pdf plain text: dpj1-215.txt item: #43 of 159 id: dpj1-216 author: Zholkovsky, Alexander title: Between Groys and Gasparov date: 2017 words: 3642 flesch: 53 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. keywords: bakhtin; carnival; culture; gasparov; groys; journal; online; zholkovsky cache: dpj1-216.pdf plain text: dpj1-216.txt item: #44 of 159 id: dpj1-217 author: Sandler, Sergeiy title: The pros and cons of deconstructing Bakhtin: A reflection on Boris Groys date: 2017 words: 10142 flesch: 60 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. keywords: author; bakhtin; carnival; dialogic; dostoevsky; groys; journal; novel; philosophy; press; rabelais; sandler; sergeiy; university; world cache: dpj1-217.pdf plain text: dpj1-217.txt item: #45 of 159 id: dpj1-218 author: Lobok, Alexander title: Boris Groys between Dialogue and Ideology, or Why It Is So Easy to Fall into the Trap of Fleeting Political Circumstances date: 2017 words: 2320 flesch: 50 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. keywords: bakhtin; carnival; dialogue; groys cache: dpj1-218.pdf plain text: dpj1-218.txt item: #46 of 159 id: dpj1-219 author: Tesar, Marek title: Carnevalesque Postmodern Provocations from Boris Groy’s Argument date: 2017 words: 1547 flesch: 41 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. keywords: havel; power; system; truth cache: dpj1-219.pdf plain text: dpj1-219.txt item: #47 of 159 id: dpj1-220 author: Miyazaki, Kiyotaka title: Comment on Groys’ essay “Between Stalin and Dionysus: Bakhtin's Theory of the Carnival” date: 2017 words: 3030 flesch: 55 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. keywords: author; bakhtin; groys; novel cache: dpj1-220.pdf plain text: dpj1-220.txt item: #48 of 159 id: dpj1-221 author: Lensmire, Timothy John; Snaza, Nathan title: Saint Bakhtin, Porous Theorizing, and Proceeding Nonetheless date: 2017 words: 4465 flesch: 56 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). keywords: bakhtin; carnival; groys; lensmire; university; world cache: dpj1-221.pdf plain text: dpj1-221.txt item: #49 of 159 id: dpj1-222 author: Matusov, Eugene; Marjanovic-Shane, Ana title: Bakhtin’s mystical organic holism and its consequences for education date: 2017 words: 8516 flesch: 46 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. keywords: bakhtin; carnival; education; holism; lensmire; life; matusov; pedagogy; polyphonic; students; teacher; workshop; writing cache: dpj1-222.pdf plain text: dpj1-222.txt item: #50 of 159 id: dpj1-224 author: Strickland, T. Hunter title: Engaged Dialogic Pedagogy and the Tensions Teachers Face date: 2019 words: 5101 flesch: 55 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. keywords: classroom; dialogic; pedagogy; students; teachers; teaching cache: dpj1-224.pdf plain text: dpj1-224.txt item: #51 of 159 id: dpj1-234 author: Vasiliev, Nikolai L title: M. M. Bakhtin as a University Professor date: 2018 words: 3627 flesch: 59 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 keywords: bakhtin; lectures; literature; mordovia; students; university cache: dpj1-234.pdf plain text: dpj1-234.txt item: #52 of 159 id: dpj1-235 author: Aiolfi, Gabriela; Lima, Anselmo; Gritti, Letícia Lemos title: Dialogic functions of repair by lexical synonymy in the process of writing and rewriting of an opinion article date: 2020 words: 12187 flesch: 57 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. keywords: aiolfi; anselmo; article; bakhtin; functions; journal; lexical; lima; meaning; opinion; original; pedagogy; process; production; que; repair; synonymy; text; vol; word; writer; writing cache: dpj1-235.pdf plain text: dpj1-235.txt item: #53 of 159 id: dpj1-236 author: Matusov, Eugene; Marjanovic-Shane, Ana title: Beyond equality and inequality in education: Bakhtinian dialogic ethics approach of human uniqueness to educational justice date: 2018 words: 23119 flesch: 55 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. keywords: ana; children; class; dialogic; doi; education; equality; eugene; journal; justice; marjanovic; math; matusov; new; online; paley; pedagogy; people; play; sarah; shane; students; teacher; vol cache: dpj1-236.pdf plain text: dpj1-236.txt item: #54 of 159 id: dpj1-239 author: Miyazaki, Kiyotaka title: Dialogic Lessons and Triadic Relationship Among Pupils, Learning Topic, and Teacher date: 2019 words: 18601 flesch: 55 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. keywords: answer; bakhtin; dialogic; knowledge; learning; learning material; learning topic; lessons; new; pedagogy; pupils; question; relationship; saitou; teacher; teacher kiyotaka cache: dpj1-239.pdf plain text: dpj1-239.txt item: #55 of 159 id: dpj1-240 author: Matusov, Eugene title: Ideological and real socialism of my Soviet childhood, schooling, and teaching: Multi-consciousness date: 2018 words: 23675 flesch: 57 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. keywords: childhood; children; class; communist; consciousness; doi; dpj.2018.240; eugene; ideology; international; journal; math; matusov; non; official; parents; pedagogy; peers; people; russian; school; schooling; socialism; soviet; soviet union; state; students; teacher; teaching; time; totalitarianism; vol; word cache: dpj1-240.pdf plain text: dpj1-240.txt item: #56 of 159 id: dpj1-241 author: Marjanovic-Shane, Ana title: The Golden cage: Growing up in the Socialist Yugoslavia date: 2018 words: 16305 flesch: 60 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. keywords: ana; belgrade; cage; children; communist; doi; dpj.2018.241; friends; journal; life; lives; marjanovic; memories; new; pedagogy; people; pioneer; school; shane; socialist; time; tito; university; vol; world; years; youth; yugoslavia cache: dpj1-241.pdf plain text: dpj1-241.txt item: #57 of 159 id: dpj1-243 author: Chen, Lei title: Memoirs of a socialist childhood in China: socialism, nationalism and getting ahead date: 2018 words: 5115 flesch: 65 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. keywords: childhood; china; chinese; class; discourse; pioneers; school; students cache: dpj1-243.pdf plain text: dpj1-243.txt item: #58 of 159 id: dpj1-244 author: Tesar, Marek title: Power, ideology and children: Socialist childhoods in Czechoslovakia date: 2018 words: 7602 flesch: 58 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. keywords: childhoods; children; citizens; communist; czechoslovakia; education; havel; power; public; stories; system; tesar cache: dpj1-244.pdf plain text: dpj1-244.txt item: #59 of 159 id: dpj1-245 author: Ben-David Kolikant, Yifat; Pollack, Sarah title: Collaborative, Multi-perspective Historical Writing: The Explanatory Power of a Dialogical Framework date: 2019 words: 6793 flesch: 50 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). keywords: agent; arab; collaborative; essays; group; history; narrative; perspective; students; voices cache: dpj1-245.pdf plain text: dpj1-245.txt item: #60 of 159 id: dpj1-246 author: Matusov, Eugene; Marjanovic-Shane, Ana; Chen, Lei; Tesar, Marek title: Ideological Becoming in Socialist and Post-Socialist Childhood and Schooling from a Dialogic Framework date: 2018 words: 864 flesch: 22 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. keywords: childhood; schooling cache: dpj1-246.pdf plain text: dpj1-246.txt item: #61 of 159 id: dpj1-248 author: Laptun, Vladimir I.; Tihanov, Galin title: Pedagogical work of Mikhail M. Bakhtin (1920s – early 1960s) date: 2018 words: 6416 flesch: 62 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. keywords: bakhtin; department; literature; m. bakhtin; m. m.; mikhail; pedagogical; school; students; university; work cache: dpj1-248.pdf plain text: dpj1-248.txt item: #62 of 159 id: dpj1-256 author: Sherry, Michael B title: Emergence and Development of a Dialogic Whole-class Discussion Genre date: 2019 words: 17289 flesch: 61 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). keywords: class; class discussion; classroom; development; dialogic; discourse; discussion; emergence; event; frame; genre; interaction; journal; narrative; past; research; sherry; students; weber cache: dpj1-256.pdf plain text: dpj1-256.txt item: #63 of 159 id: dpj1-259 author: Smith, Mark Philip title: Bullying and interpersonal conflict from a “dialogic event” perspective date: 2019 words: 25682 flesch: 56 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. keywords: andrew; ben; bullying; choices; class; conflict; dialogic; discourse; event; group; journal; mark; melinda; pedagogy; perspective; problem; school; smith; steve; students; teachers cache: dpj1-259.pdf plain text: dpj1-259.txt item: #64 of 159 id: dpj1-268 author: Alexander, Robin title: Whose discourse? Dialogic Pedagogy for a post-truth world date: 2019 words: 10700 flesch: 55 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. keywords: alexander; alexander dialogic; argument; cambridge; classroom; dialogic; dialogic pedagogy; dialogue; discourse; education; language; london; pedagogy; post; students; talk; teaching; truth; university; world cache: dpj1-268.pdf plain text: dpj1-268.txt item: #65 of 159 id: dpj1-272 author: Matusov, Eugene; Marjanovic-Shane, Ana; Kullenberg, Tina; Curtis, Kelly title: Dialogic analysis vs. discourse analysis of dialogic pedagogy: Social science research in the era of positivism and post-truth date: 2019 words: 28195 flesch: 56 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. keywords: analysis; book; case; children; david; dialogic; dialogue; discourse analysis; eugene; gravity; journal; kelly; marjanovic; matusov; paper; pedagogy; pedagogy eugene; research; science; shane; students; teacher; time; tina cache: dpj1-272.pdf plain text: dpj1-272.txt item: #66 of 159 id: dpj1-276 author: Andal, Aireen Grace title: Whose Discourse, Whose Ears? Harmony in Dialogic Pedagogy amidst the Post-Truth Noise date: 2019 words: 2959 flesch: 57 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. keywords: dialogic; dialogue; pedagogy; post; truth; voices cache: dpj1-276.pdf plain text: dpj1-276.txt item: #67 of 159 id: dpj1-277 author: Skaftun, Atle title: Dialogic Discourse Analysis: A methodology for dealing with the classroom as a text date: 2019 words: 12680 flesch: 54 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. keywords: analysis; author; bakhtin; classroom; dialogic; discourse; journal; matusov; methodology; pedagogy; skaftun; students; teacher; text; utterance cache: dpj1-277.pdf plain text: dpj1-277.txt item: #68 of 159 id: dpj1-280 author: Hurley, Zoe title: Dialogic pedagogy and semiotic-dialogic inquiry into visual literacies and augmented reality date: 2021 words: 7818 flesch: 39 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. keywords: dialogism; doi; education; hurley; international; journal; learners; learning; literacies; pedagogy; reality; signs; technologies cache: dpj1-280.pdf plain text: dpj1-280.txt item: #69 of 159 id: dpj1-283 author: Marino Filho, Armando title: Overcoming violence through a democratic and dialogical process date: 2023 words: 15674 flesch: 55 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. keywords: actions; activities; children; community; dialogical; group; new; ngo; power; process; relationships; rules; teachers; values; violence; volunteers cache: dpj1-283.pdf plain text: dpj1-283.txt item: #70 of 159 id: dpj1-292 author: Matusov, Eugene; Pease-Alvarez, Lucinda title: Moving from collaboration to critical dialogue in action in education date: 2020 words: 11529 flesch: 46 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. keywords: action; approach; children; collaboration; dialogue; dialoguing; education; eugene; learning; matusov; participants; pedagogy; project; run; saul; students cache: dpj1-292.pdf plain text: dpj1-292.txt item: #71 of 159 id: dpj1-304 author: Vatne, Bente; Søndenå, Kari title: Subjectivity and change in process of supervision date: 2020 words: 7674 flesch: 49 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. keywords: bachelor; change; children; process; research; students; subjectivity; sullivan; supervision; søndenå; texts cache: dpj1-304.pdf plain text: dpj1-304.txt item: #72 of 159 id: dpj1-306 author: Barbosa, Perla; Wang, Wenjie title: Challenging the politics of education: Intertwining dialogic pedagogy with a research-based practicum for first-year pre-service teachers date: 2020 words: 14389 flesch: 50 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. keywords: children; classroom; dialogic; dialogic pedagogy; education; field; freire; pedagogy; posing; problem; process; psts; rbp; research; school; students; teacher; teaching; tes cache: dpj1-306.pdf plain text: dpj1-306.txt item: #73 of 159 id: dpj1-308 author: Baxan, Victorina; Pattison-Meek, Joanne; Campbell, Andrew B. title: Dialogic pedagogy in graduate teacher education research advisement: A narrative account of three teacher educators date: 2020 words: 15838 flesch: 49 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). keywords: candidates; dialogic; education; education research; graduate; joanne; learning; pedagogy; program; research; research methods; self; students; study; teacher; teacher candidates; teacher education; teaching; victorina; work cache: dpj1-308.pdf plain text: dpj1-308.txt item: #74 of 159 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 words: 8853 flesch: 46 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. keywords: authority; classroom; cubero; experience; group; invocations; knowledge; practices; reflection; student; teachers; teaching; tutor cache: dpj1-311.pdf plain text: dpj1-311.txt item: #75 of 159 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 words: 9348 flesch: 52 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. keywords: classroom; dialogic; dialogue; education; howe; learning; matusov; pedagogy; research; students; teachers; teaching; work cache: dpj1-312.pdf plain text: dpj1-312.txt item: #76 of 159 id: dpj1-313 author: Gregory, Christian George title: Theoretical Promises and Methodological Troubles Capturing Dialogical Discourse in Classroom Research date: 2020 words: 7535 flesch: 49 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. keywords: analysis; chapter; classroom; collection; dialogic; dialogue; discourse; journal; pedagogy; research; skidmore; studies; work cache: dpj1-313.pdf plain text: dpj1-313.txt item: #77 of 159 id: dpj1-314 author: Matusov, Eugene title: Pattern-recognition, intersubjectivity, and dialogic meaning-making in education date: 2020 words: 14150 flesch: 51 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). keywords: dialogic; education; intersubjectivity; journal; learning; making; matusov; meaning; new; pattern; pedagogy; press; production; question; recognition; school; students; teacher cache: dpj1-314.pdf plain text: dpj1-314.txt item: #78 of 159 id: dpj1-317 author: Dysthe, Olga title: Opportunities and challenges of dialogic pedagogy in art museum education date: 2021 words: 22745 flesch: 56 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, keywords: art; art museum; bakhtin; challenges; class; dialogue; doi; dpj.2021.317; dysthe; education; group; hilde; installation; journal; museum; museum educators; new; olga; opportunities; pedagogy; project; students; teaching; thorvaldsen; voices; vol cache: dpj1-317.pdf plain text: dpj1-317.txt item: #79 of 159 id: dpj1-319 author: Figueredo, Carla Janaina title: Sink or swim? Responsible situated agency constructed by socioeconomically underprivileged students of English in neoliberal Brazil date: 2020 words: 18675 flesch: 48 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. keywords: agency; brazil; carla; education; english; felipe; figueredo; janaina; journal; language; neoliberal; participants; practices; rafaela; raul; research; self; students; teacher; teaching cache: dpj1-319.pdf plain text: dpj1-319.txt item: #80 of 159 id: dpj1-322 author: Eriksen, Heidi Lie; Gradovski, Mikhail title: Ethical dilemmas in field placements: The experiences of social work students in Norway and possible implications for social work education date: 2020 words: 17178 flesch: 54 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. keywords: challenges; dilemmas; experience; field; field instructors; field placements; learning; practice; service; service users; students; users; values; work; work students cache: dpj1-322.pdf plain text: dpj1-322.txt item: #81 of 159 id: dpj1-331 author: Matusov, Eugene title: Teacher as a benevolent dictator: Promoting a culture of democratic dialogic education in a conventional university date: 2023 words: 10344 flesch: 52 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. keywords: benevolent; class; culture; dialogic; dictatorship; education; making; matusov; online; pedagogy; students; teacher; university cache: dpj1-331.pdf plain text: dpj1-331.txt item: #82 of 159 id: dpj1-339 author: Currie-Knight, Kevin title: “Yes, but…” Yes, and…” - A Sympathetic Challenge (and Reframing) of Matusov’s “The Right for Freedom of Education.” date: 2020 words: 4198 flesch: 57 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. keywords: comment; education; freedom; matusov; text; yes cache: dpj1-339.pdf plain text: dpj1-339.txt item: #83 of 159 id: dpj1-34 author: Nissen, Morten title: Meeting youth in movement and on neutral ground date: 2015 words: 14567 flesch: 55 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. keywords: collectives; crew; ground; journal; meeting; morten; movement; new; nissen; pedagogy; power; practice; press; senko; social; standards; state; university; way; work; youth cache: dpj1-34.pdf plain text: dpj1-34.txt item: #84 of 159 id: dpj1-345 author: Shugurova, Olga title: Exploration of students’ thoughts about their right to freedom of education: “Terrified to love this way of learning, its idea of being free” date: 2020 words: 6169 flesch: 58 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 keywords: comment; education; eugene; freedom; matusov; right; students; tensions; text cache: dpj1-345.pdf plain text: dpj1-345.txt item: #85 of 159 id: dpj1-346 author: Osovsky, Oleg; Kirzhaeva, Vera; Chernetsova, Ekaterina; Maslova, Elizaveta title: Education-for-Myself and Education-for-the Other: The Right to Freedom of Education and Mikhail Bakhtin’s Experience date: 2020 words: 5295 flesch: 55 summary: M. M. Bakhtin: [The path of the scientist: Pages of life and work of M. M. Bakhtin] // Grani: literaturno-khudozhestvennyy sbornik. keywords: bakhtin; chernetsova; education; experience; freedom; journal; mikhail; osovsky; pedagogy; right; russian; university cache: dpj1-346.pdf plain text: dpj1-346.txt item: #86 of 159 id: dpj1-347 author: Shpeizer, Raz; Glassner, Amnon title: Free Will and Heutagogy date: 2020 words: 4734 flesch: 55 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. keywords: education; freedom; glassner; heutagogy; learning; matusov; students; thinking cache: dpj1-347.pdf plain text: dpj1-347.txt item: #87 of 159 id: dpj1-349 author: King, Jeffry 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” date: 2020 words: 4182 flesch: 53 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. keywords: bakhtin; education; freedom; relationship; self; students cache: dpj1-349.pdf plain text: dpj1-349.txt item: #88 of 159 id: dpj1-352 author: Middleton, Ray Paul title: Response to “Moving from collaboration to critical dialogue in action in education” by Matusov & Pease-Alverez, 2020 date: 2020 words: 3850 flesch: 58 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. keywords: author; dialogic; dialogue; hero; pedagogy; teacher cache: dpj1-352.pdf plain text: dpj1-352.txt item: #89 of 159 id: dpj1-353 author: Price-Jones, Kathryn Shelley title: Students’ Critical Commentaries: Unfettered Voices date: 2020 words: 6546 flesch: 64 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. keywords: class; commentaries; education; eugene; freedom; matusov; semester; students; university cache: dpj1-353.pdf plain text: dpj1-353.txt item: #90 of 159 id: dpj1-356 author: Matusov, Eugene title: A student’s right to freedom of education date: 2020 words: 23182 flesch: 54 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. keywords: children; comment; dialogic; doi; education; education eugene; eugene matusov; examination; freedom; journal; learning; marjanovic; matusov; pedagogy; people; practice; right; school; self; shane; socialization; student; teacher; text; training cache: dpj1-356.pdf plain text: dpj1-356.txt item: #91 of 159 id: dpj1-357 author: Matusov, Eugene title: A student's right to freedom of education and a teacher's fiduciary obligation to support it: A reply to the commentaries date: 2020 words: 12458 flesch: 54 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. keywords: education; eugene; freedom; good; journal; learning; matusov; obligation; pedagogy; people; right; school; society; student; teacher; want cache: dpj1-357.pdf plain text: dpj1-357.txt item: #92 of 159 id: dpj1-359 author: Dyck, Darren; Cresswell, James title: Promoting Dialogic Pedagogy through Restricting Technologies date: 2020 words: 6578 flesch: 48 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. keywords: education; freedom; james; matusov; pedagogy; right; students; technologies; technology cache: dpj1-359.pdf plain text: dpj1-359.txt item: #93 of 159 id: dpj1-360 author: Marjanovic-Shane, Ana title: A Soul-searching assembly: Vignette date: 2023 words: 23310 flesch: 70 summary: > <