Details
Dialogic Pedagogy and Polyphonic Research Art
Bakhtin by and for Educators|
117,69 € |
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| Verlag: | Palgrave Macmillan |
| Format: | |
| Veröffentl.: | 04.04.2019 |
| ISBN/EAN: | 9781137580573 |
| Sprache: | englisch |
Dieses eBook enthält ein Wasserzeichen.
Beschreibungen
<p></p><p>This book presents voices of educators describing their pedagogical practices inspired by the ethical ontological dialogism of Mikhail M. Bakhtin. It is a book of educational practitioners, by educational practitioners, and primarily for educational practitioners. The authors provide a dialogic analysis of teaching events in Bakhtin-inspired classrooms and emerging issues, including: prevailing educational relationships of power, desires to create a so-called educational vortex in which all students can experience ontological engagement, and struggles of innovative pedagogy in conventional educational institutions. Matusov, Marjanovic-Shane, and Gradovski define a dialogic research art, in which the original pedagogical dialogues are approached through continuing dialogues about the original issues, and where the researchers enter into them with their mind and heart.</p><p></p>
Introduction: Inspired by Bakhtin—The Aim, Focus, and History Behind This Research Project.- Part I Teaching Cases and Their Online Discussion.- Chapter 1.1: Two Teaching Cases with Online Forum Discussions.- Chapter 1.2: Standalone Teaching Cases.- Part II Analyses of Teaching Cases: Issues in Bakhtinian Pedagogy.- Chapter 2.1: What Is Bakhtinian Pedagogy for the Interviewed Bakhtinian Educators?.- Chapter 2.2: Ontological Engagement.- Chapter 2.3: The Educational Vortex in Bakhtinian Pedagogy.- Chapter 2.4: Teacher–Student Power Relations in Bakhtinian Pedagogy.- Chapter 2.5: Bakhtinian Pedagogy in Conventional Educational Institutions.- Part III Dialogic Research Art.- Chapter 3.1: Introducing Dialogic Research Art.- Chapter 3.2: Dialogic and Positivist Research in the Social Sciences.- Chapter 3.3: Summarizing Contrasts and Boundaries Between Positivist and Dialogic Research.- Part IV Conclusion: Lessons, Regrets, and Hopes.- Chapter 4.1: Lessons We Learned About Bakhtinian Pedagogy.- Chapter 4.2: Regrets About Our Polyphonic Dialogic Research.- Chapter 4.3: Hopes About the Future of Bakhtinian Pedagogy and Dialogic Research.- Chapter 4.4: Project Participants’ Holistic Judgments About the Book
<p></p><p><b>Eugene Matusov</b> is Professor of Education at the University of Delaware, USA, and Editor-in-Chief of <i>Dialogic Pedagogy: An International Online Journal</i>. He investigates and works with sociocultural and Bakhtinian dialogic approaches to education.</p><p><b>Ana Marjanovic-Shane</b> is an Independent Scholar and Deputy Editor-in-Chief of <i>Dialogic Pedagogy: An International Online Journal</i>. Her research interests include dialogue, democracy, and drama in education.</p><p><b>Mikhail Gradovski</b> is Associate Professor of Social Education at the University of Stavanger, Norway. He teaches and researches using a dialogical approach.</p><p></p>
<p></p><p>This book presents voices of educators describing their pedagogical practices inspired by the ethical ontological dialogism of Mikhail M. Bakhtin. It is a book of educational practitioners, by educational practitioners, and primarily for educational practitioners. The authors provide a dialogic analysis of teaching events in Bakhtin-inspired classrooms and emerging issues, including: prevailing educational relationships of power, desires to create a so-called educational vortex in which all students can experience ontological engagement, and struggles of innovative pedagogy in conventional educational institutions. Matusov, Marjanovic-Shane, and Gradovski define a dialogic research art, in which the original pedagogical dialogues are approached through continuing dialogues about the original issues, and where the researchers enter into them with their mind and heart.</p><p></p>
Presents diverse Bakhtinian dialogic pedagogies through a selection of unique teaching cases Introduces a new paradigm of dialogic polyphonic research art in a critical dialogue about Bakhtinian pedagogy Examines important issues of Bakhtinian ethical dialogic framework including: ways diverse educators conceptualize being Bakhtinian, importance of students’ ontological engagement, power relationships between teachers and students, and tensions between Bakhtinian educational philosophy and practice and conventional educational institutions
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