Dialogue across Differences: Continuing the Conversation

Burbules, Nicholas C.; Rice, Suzanne

doi:10.17763/haer.61.4.yr0404360n31j418

Cited by 216 publications

(85 citation statements)

References 11 publications

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“…Burbules (1991) also discusses the possibilities of dialogue among different, foreign, and even hostile cultural communities seeking productive dynamics. According to Burbules and Rice (1991), these dynamics are obtained by attaining agreement regarding the consequences of facts, beliefs, and interpretations. This consensus in turn leads to meaningful cooperation, partial understanding, or acceptance of the legitimacy of other views, thereby facilitating the continuation of productive dialogue even in the face of real differences or remaining disagreements.…”

Section: Drpds: Specification and Teacher Educators' Practicementioning

confidence: 99%

Pedagogies of Reflection: Dialogical Professional-Development Schools in Israel

Kizel¹

2014

Advances in Research on Teaching

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If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation.

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Section: Drpds: Specification and Teacher Educators' Practicementioning

confidence: 99%

Pedagogies of Reflection: Dialogical Professional-Development Schools in Israel

Kizel¹

2014

Advances in Research on Teaching

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“…Par ailleurs, l'inclusion de la recherche comme élément contribuant à l'innovation prend une connotation particulière dans ce contexte minoritaire où l'analphabétisme est perçu comme une caractéristique inhérente au milieu (Wagner, 1991), quand ce n'est pas l'abandon scolaire (Desjarlais, 1990) 6 qui peut en arriver à être conçu comme allant de soi. Enfin, la promotion de l'équité en matière d'éducation témoigne de l'effort que fait la communauté franco-ontarienne pour participer à la société postmoderne (Burbules et Rice, 1991) malgré les difficultés que cela suppose pour une minorité linguistique placée en situation sociopolitique peu propice à son épanouisse-ment (Bernard, 1991).…”

Section: Les éNoncés De Principe Du Modèle De Formationunclassified

Vers un modèle de cohérence entre formation pratique et formation théorique

Théberge¹,

Bourassa²,

Lauzon³

et al. 2007

rse

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Cette recherche a comme objectifs d'explorer une avenue possible de mise en oeuvre d'un modèle de formation à l'enseignement et de discerner des paramètres susceptibles d'assurer une cohérence entre la formation pratique et la formation théorique. Durant l'année 1995-1996, la participation d'un groupe d'étudiants de l'Université d'Ottawa inscrits à la formation à l'enseignement à l'élémentaire, d'enseignants associés et de professeurs d'université, a permis de mettre à l'essai des moyens facilitant une intégration reflexive chez les étudiants. De cette expérience, il ressort que la mise en oeuvre d'un modèle requiert la collaboration des divers intervenants, que l'apprentissage d'une profession remet en question bien plus que des connaissances et que le changement de statut professionnel exige que l'étudiant apprenne à gérer son apprentissage.The objective of this research is to explore one proposal for implementing a teacher training model and to examine the parameters that would ensure coherence between practical and theoretical training. During the 1995-1996 year, a group of University of Ottawa students enrolled in elementary level teacher education, teacher associates, and university professors participated to implement various means which facilitate students' reflective integration. Results of this research show that the implementation of a model requires collaboration between various practionners, that learning a profession involves more than acquiring knowledge, and that change of professional status requires that the student learns to manage his own learning.Este estudio tiene por objetivos explorar una via posible de implantacion de un modelo de formaciôn de maestros, y discernir los paràmetros susceptibles de asugurar la coherencia entre formaciôn practica y formaciôn teorica. Con la participacion, durante el arïo 1995-1996, de un grupo de estudiantes en formaciôn de maestros de primaria en la Universidad de Ottawa, de maestros asociados y de profesores universitarios, se ensayaron medios para facilitar une integraciôn reflexiva en los estudiantes. De esta experiencia se destaca que la aplicacion de un modelo requière la colaboraciôn de diversos actores, que el aprendizaje de una profesion cuestiona mucho mas que los conocimientos, y que el cambio de estatuto profesional exige que el estudiante aprenda a manejar su proprio aprendizaje.Bei dieser Forschung handelt es sich darum, herauszufinden, auf welche Weise ein bestimmtes Lehrerbildungsmodell verwirklicht werden kann und welche Aspekte besonders beachtet werden mûssen, damit Praxis und Théorie immer in Einklang stehen. Wàhrend des Schuljahres 1995-1996 haben eine Gruppe von Studenten der Lehrerbildungsabteilung der Universitât von Ottawa, einige Lehrer und Universitâtsprofessoren an einem Experiment teilgenommen, bei dem verschiedene Mittel, eine durchgedachte Aneignung durch die Studenten zu fôrdern, getestet werden konnten. Dieses Experiment hat ergeben, dass die Einfuhrung eines Modell&die aktive Mitarbeit aller Betroffenen erfordert, dass das Er...

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“…[13] The notion of intercultural dialogue is critically explored in Ellsworth (1989); her critique is examined by Burbules & Rice (1991), and Kimball & Garrison (1996). Garrison (1996) Castells (1996) and others have noted, the notion of 'place' has been radically reshaped in the era of networked 'virtual spaces', with important consequences for our conceptions of organizations of government and civil society including regional and local educational agencies.…”

Section: Notesmentioning

confidence: 99%

The Concept of a ‘Networked Common School’

Waks

2004

E-Learning and Digital Media

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The current educational arrangements of advanced liberal democracies continue to isolate various ethnic and racial groups. Disadvantaged minority students attend inferior schools. The overreliance on the curriculum as a design for teaching and learning renders school learning less relevant for 'knowledge work' jobs in network societies. The concept of a 'networked common school' addresses these problems. It envisions linking local schools in a social network mediated by networked computers. Teaching and learning will continue to take place at local sites, but significant face-to-face, inter-group learning will take place at regional learning centers, to be followed up by virtual group learning at distributed local sites.

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Dialogue across Differences: Continuing the Conversation

Cited by 216 publications

References 11 publications

Pedagogies of Reflection: Dialogical Professional-Development Schools in Israel

Pedagogies of Reflection: Dialogical Professional-Development Schools in Israel

Vers un modèle de cohérence entre formation pratique et formation théorique

The Concept of a ‘Networked Common School’

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