Applying Bakhtin Scholarship on Discourse in Education: A Critical Review Essay

Matusov, Eugene

doi:10.1111/j.1741-5446.2007.00253.x

Cited by 94 publications

(86 citation statements)

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“…Of key relevance for educational thought and running parallel to the notion of monological vs. dialogical discourse is Bakhtin's idea of intellectual growth ('ideological becoming' in Bakhtin's term; a discussion in Matusov, 2007, p. 218-221 and Fredman, Hull, Higg & Booten, 2016, p. 1395-1397. The possibility of intellectual growth presupposes a shift away from 'externally authoritative' to 'internally persuasive' discursive practices (Bakhtin, 1981, p. 341-347).…”

Section: Dialogue For Understandingmentioning

confidence: 99%

“…Wegerif draws inspiration from a 'dialogical' thread in educational theory that builds on ideas originally proposed by Mikhail Bakhtin within the tradition of liter-ary and philosophical studies (see Matusov, 2007). According to Bakhtin, dialogue is the principle for understanding in the human sciences:…”

Section: Dialogue For Understandingmentioning

confidence: 99%

“…The internally persuasive discourse in contrast becomes both ours and other's through the dialogic confrontation with otherness. This shift ought not to be interpreted as becoming persuaded by and internalizing learning contents, but rather as becoming a critical participant in discourse (Matusov, 2007), with 'internal' defined as "internal to the discourse and not necessarily to an individual" (Matusov and von Duyke, 2010).…”

Section: Dialogue For Understandingmentioning

confidence: 99%

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Dialogic Literacy: contexts, competences and dispositions

Caviglia¹,

Dalsgaard²,

Delfino³

et al. 2017

L1 Educational Studies in Language and Literature

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Dialogic Literacy is understood as being able to participate in productive dialogue with others and is a key competence for learning and active citizenship in a cultural and societal landscape shaped by the 'participatory turn'. The article develops a definition of Dialogic Literacy based on a cross-disciplinary approach combining deliberative discourse, collaborative rationality, and Moral Foundation Theory. Furthermore, it presents a framework that educators can utilize in order to transform classroom discussion into activity that fosters learners' Dialogic Literacy. Finally, the article argues for elevating the status of Dialogic Literacy as an overarching learning goal that should become an integral part of language education.

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Section: Dialogue For Understandingmentioning

confidence: 99%

Section: Dialogue For Understandingmentioning

confidence: 99%

Section: Dialogue For Understandingmentioning

confidence: 99%

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Dialogic Literacy: contexts, competences and dispositions

Caviglia¹,

Dalsgaard²,

Delfino³

et al. 2017

L1 Educational Studies in Language and Literature

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“…Since the curricular endpoints are known in advance and determined outside the scope of the students' affinities, desires, aspirations, goals, social emergent dynamics, contextual and ethical limitations, -this approach inhibits (and often diverts) students' agencies in the targeted practices so the students stop seeing themselves as legitimate and eager participants (Hammer & Zee, 2006). Further, when endpoints of education are known in advance, any genuine dialogue in education is impossible (Matusov, 2007), making educational practice profoundly monologic. Indeed, since the espoused goal of conventional education is to make students' consciousnesses and subjectivities predictably arrive at preset readymade curricular endpoints (i.e., curricular standards) -predetermined truths known by the teachers, by the State, and/or by the conventional schooling system in advance, -genuine dialogue based on humanity and respect between the students and the teacher is impossible (Matusov, 2007).…”

Section: A165mentioning

confidence: 99%

“…Further, when endpoints of education are known in advance, any genuine dialogue in education is impossible (Matusov, 2007), making educational practice profoundly monologic. Indeed, since the espoused goal of conventional education is to make students' consciousnesses and subjectivities predictably arrive at preset readymade curricular endpoints (i.e., curricular standards) -predetermined truths known by the teachers, by the State, and/or by the conventional schooling system in advance, -genuine dialogue based on humanity and respect between the students and the teacher is impossible (Matusov, 2007).However, the technological approach to education has remained ubiquitous to this day. It is not an accident that Bakhtin used examples of conventional schooling to illustrate his concept of extreme monologism In an environment of … [excessive] monologism the genuine interaction of consciousness is impossible and thus genuine dialogue is impossible as well.…”

mentioning

confidence: 99%

Dialogic education for and from authorial agency

Matusov

Smith

Soslau

et al. 2016

Dialogic Pedagogy Journal

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In this paper, we extend Bakhtin's ethical philosophical ideas to education and introduce a dialogic authorial agency espoused approach. We then consider this approach in opposition to the mainstream technological espoused approach, while focusing our contrasting analysis on student's authorial agency and critical dialogue. We argue that the technological approach assumes that the "skills" or "knowledge" are garnered in pursuit of preset curricular endpoints (i.e., curricular standards). Since the goals of the technological approach are divorced from the students ' personal goals, values, and interests, they are incompatible and irreconcilable with what we idealize as the true goal of education, education for agency.The authorial agency approach to education (Dialogic Education For and From Authorial Agency) emphasizes the unpredictable, improvisational, eventful, dialogic, personal, relational, transcending, and ontological nature of education. The authorial agency of the student and of the teacher are valued and recognized by all participants as the primary goal of education -supported by the school system and broader society. The approach defines education as a learner's leisurely pursuit of critical examination of the self, the life, and the world in critical dialogue. The purpose of authorial agency pedagogy is to facilitate this process by promoting students' agency and unique critical voices in socially desired practices -critical voices, recognized by the students themselves and others relevant to the particular practice(s). Ultimately, in the authorial education for and from authorial agency, students are led into investigating and testing their ideas and desires, assuming new responsibilities and developing new questions and concerns.Finally, we describe and analyze the first author's partially successful and partially failing attempt to enact a dialogic authorial approach. It will allow the reader to both visualize and problematize a dialogic authorial approach. We will consider a case with a rich "e-paper trail" written by 11 undergraduate, pre-service teacher education students (mostly sophomores), and the instructor (Peter, the first author, pseudonym) in a course on cultural diversity. ISSN: 2325-3290 (online)Dialogic Education for and from Authorial Agency Eugene Matusov, Mark Smith, Elizabeth A163 The case focuses on the university students (future teachers) and their professor discussing several occasions that involved interactions between Peter and one minority child in an afterschool center. Our research questions in this empirical study were aimed at determining the successes, challenges, and failures of the dialogic authorial pedagogical approach and conditions for them.Eugene Matusov is a Professor of Education at the University of Delaware. He studied developmental psychology with Soviet researchers working in the Vygotskian paradigm and worked as a schoolteacher before immigrating to the United States. He uses sociocultural and Bakhtinian dialogic approaches to education. ...

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When Statues Come Alive: Teaching and Learning Academic Vocabulary Through Drama in Schools

Cannon

2016

TESOL Q

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With the high numbers of English learners (ELs) in school and rising demands for students to become proficient in academic forms of English, it is increasingly crucial for teachers to have effective, innovative tools to make content and language accessible to students. Adolescent ELs in particular are at a critical point in their educational careers, yet often underrepresented in scholarship. In this article, the author focuses on findings on academic language instruction derived from a yearlong ethnographic study of a middle school class for newcomers taught using drama‐based techniques. The findings illustrate how this kind of work can engender communication and linguistic risk taking among ELs. Concepts from Bakhtin's (1981) analysis of language and power, along with the notion of embodied learning, serve as guiding ideas in examining the data. The qualitative data reveal both the problems of reductive approaches to teaching academic language and the efficacy and power of multimodal, embodied pedagogies wherein students are able to both learn critical forms of language and make them personally relevant.

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Applying Bakhtin Scholarship on Discourse in Education: A Critical Review Essay

Cited by 94 publications

References 5 publications

Dialogic Literacy: contexts, competences and dispositions

Dialogic Literacy: contexts, competences and dispositions

Dialogic education for and from authorial agency

When Statues Come Alive: Teaching and Learning Academic Vocabulary Through Drama in Schools

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