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

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Hong Kong Studies Reader Series with a targeted educational subject, so they become active and enthusiastic in studying it. Student engagement is a primary marker of the quality of education. A disengaged student learns little or not at all and often disrupts the teacher and other, engaged students. Progressive educators’ belief

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https://doi.org/10.1007/978-981-16-5363-6, even in countries with liberal democracies as their political system (Sidorkin, .. New York, NY: P. Lang, 2002). The teacher–student power relations are hierarchical and authoritarian, where the school authorities define almost all aspects of education for the students. However, authoritarian powe

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https://doi.org/10.1057/9780230594746e conventional positivist method and dialogic research art. Using Aristotle’s terminology, we claim that the idea of the predefined scientific method, a series of correct steps and procedures that would guarantee arriving at the truth, can be defined as .. Poïesis is such an activity where its goal,

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Conclusions and Future Directions, 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

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Conclusions and Future Directions,ogue, 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

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Honor Killings in the Twenty-First Centuryments 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

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