Dialogic Learning

Shifting Perspectives to Learning, Instruction, and Teaching

Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Educational Psychology, Health & Well Being, Psychology, Personality
Cover of the book Dialogic Learning by , Springer Netherlands
View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart
Author: ISBN: 9781402019319
Publisher: Springer Netherlands Publication: May 8, 2007
Imprint: Springer Language: English
Author:
ISBN: 9781402019319
Publisher: Springer Netherlands
Publication: May 8, 2007
Imprint: Springer
Language: English

Contemporary researchers have analysed dialogue primarily in terms of instruction, conversation or inquiry. There is an irreducible tension when the terms ‘dialogue’ and ‘instruction’ are brought together, because the former implies an emergent process of give-and-take, whereas the latter implies a sequence of predetermined moves. It is argued that effective teachers have learned how to perform in this contradictory space to both follow and lead, to be both responsive and directive, to require both independence and receptiveness from learners. Instructional dialogue, therefore, is an artful performance rather than a prescribed technique. Dialogues also may be structured as conversations which function to build consensus, conformity to everyday ritualistic practices, and a sense of community. The dark side of the dialogic ‘we’ and the community formed around ‘our’ and ‘us’ is the inevitable boundary that excludes ‘them’ and ‘theirs’. When dialogues are structured to build consensus and community, critical reflection on the bases of that consensus is required and vigilance to ensure that difference and diversity are not being excluded or assimilated (see Renshaw, 2002). Again it is argued that there is an irreducible tension here because understanding and appreciating diversity can be achieved only through engagement and living together in communities. Teachers who work to create such communities in their classrooms need to balance the need for common practices with the space to be different, resistant or challenging – again an artful performance that is difficult to articulate in terms of specific teaching techniques.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

Contemporary researchers have analysed dialogue primarily in terms of instruction, conversation or inquiry. There is an irreducible tension when the terms ‘dialogue’ and ‘instruction’ are brought together, because the former implies an emergent process of give-and-take, whereas the latter implies a sequence of predetermined moves. It is argued that effective teachers have learned how to perform in this contradictory space to both follow and lead, to be both responsive and directive, to require both independence and receptiveness from learners. Instructional dialogue, therefore, is an artful performance rather than a prescribed technique. Dialogues also may be structured as conversations which function to build consensus, conformity to everyday ritualistic practices, and a sense of community. The dark side of the dialogic ‘we’ and the community formed around ‘our’ and ‘us’ is the inevitable boundary that excludes ‘them’ and ‘theirs’. When dialogues are structured to build consensus and community, critical reflection on the bases of that consensus is required and vigilance to ensure that difference and diversity are not being excluded or assimilated (see Renshaw, 2002). Again it is argued that there is an irreducible tension here because understanding and appreciating diversity can be achieved only through engagement and living together in communities. Teachers who work to create such communities in their classrooms need to balance the need for common practices with the space to be different, resistant or challenging – again an artful performance that is difficult to articulate in terms of specific teaching techniques.

More books from Springer Netherlands

Cover of the book International Handbook of Early Childhood Education by
Cover of the book The Management of Change in Government by
Cover of the book Design Methodology and Relationships with Science by
Cover of the book Handbook of Philosophical Logic by
Cover of the book Fairness in International Trade by
Cover of the book Metamorphic Processes by
Cover of the book Tracking Environmental Change Using Lake Sediments by
Cover of the book Collected Papers II by
Cover of the book Theme Cities: Solutions for Urban Problems by
Cover of the book Forest Growth Responses to the Pollution Climate of the 21st Century by
Cover of the book Atrial Fibrillation, a Treatable Disease? by
Cover of the book Land Degradation and Desertification: Assessment, Mitigation and Remediation by
Cover of the book Estimating Characteristics of the Foreign-Born by Legal Status by
Cover of the book Diagnosis of Mycotoxicoses by
Cover of the book Agent-Based Models of Geographical Systems by
We use our own "cookies" and third party cookies to improve services and to see statistical information. By using this website, you agree to our Privacy Policy