Titlebook: Dialogic Pedagogy and Polyphonic Research Art; Bakhtin by and for E Eugene Matusov,Ana Marjanovic-Shane,Mikhail Gradov Book 2019 The Editor

受伤

Manifest

Chapter 4.1: Lessons We Learned About Bakhtinian Pedagogy the monologism of conventional pedagogy. The dialogic framework for most of the Bakhtin-inspired educators means a difference in the ethical approach—that is, treating each other as “a . and each with its own world, [that] combine but are not merged in the unity of the event”; rather than a differe

残废的火焰

Chapter 4.2: Regrets About Our Polyphonic Dialogic Researchogue, each of them accepting one aspect of our research (polyphony or dialogue) as more prominent than the other. In terms of the recruitment of the participants for this project, we may have failed to attract more participants with a strong discursive dialogism approach, and thus failed to focus on

exorbitant

Chapter 4.3: Hopes About the Future of Bakhtinian Pedagogy and Dialogic Researchments and for securing the societal freedoms and rights for teachers’ authorial pedagogies and learners’ authorial education, both Bakhtinian and non-Bakhtinian, which can be highly diverse and even unique. Our hopes for deepening Bakhtinian pedagogies and freedoms are rooted in the focus of many Ba

咽下

Rail Village and Mega-Structure the development of a dialogic approach to the research as dialogic research art in which we, the authors of the book, understand ourselves as being in dialogue with the interviewees, with ourselves internally, with our past and present colleagues and students, and with our imaginary readers. We pre

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https://doi.org/10.1057/9780230245433ge, by Alexander Lobok, USSR; Case#13: Morally confronting a student’s behaviorism, by Ana Marjanovic-Shane, USA; Combined Cases #15 and #18: Fascinating 7-year-old children into learning by helping them develop their own voices, by Alexander Lobok, Russia; Case#16: Three ways of incorporating the B

规范就好

https://doi.org/10.1057/978-1-137-51964-1t types of ontological engagement: extrinsic, intrinsic, eventful, and through self-selection. At the end of the chapter we discuss diverse issues of ontological engagement: pseudo-ontological engagement and exploitation of ontological engagement.

Bereavement

擦掉

https://doi.org/10.1007/978-981-16-5363-6 to ameliorate or to hide, but still keep, the power and control of the educational authority. The issue for many of the Bakhtinian educators, raised by the Enlightenment, is whether free-thinking can emerge from any limited or invisible or dying out authoritarianism . from a dialogue free of coerci

daredevil