The Dialogic Imagination. Four Essays by M. M. Bakhtin

Wehrle, Albert J.; Bakhtin, M. M.; Emerson, Caryl; Holquist, Michael

doi:10.2307/307132

Cited by 203 publications

(34 citation statements)

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“…The term ‘dialogic’ denotes that discourse can only exist both in relation to prior discourse and in anticipation of future discourse (Bakhtin 1981; Fairclough 1992). Any text or utterance is therefore inherently ‘intertextual’ (Kristeva 1986) in that it forms part of a dialogue that establishes the conditions of and the potential for all meaning (Wehrle 1982). It regards the self, including the self as ‘leader’, as a multiple, fragmented and discursive accomplishment, one that is continually in a state of becoming as opposed to anything more fixed or stable.…”

Section: Leadership Development Discoursesmentioning

confidence: 99%

Leadership Development in Organizations: Multiple Discourses and Diverse Practice

Mabey¹

2012

Int J Management Reviews

104

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Research on leadership development in organizations is abundant, as are the resources invested in developing their leaders.Although rarely made explicit, much of this writing and activity is driven by functionalist assumptions, with a primary concern for good design and enhanced corporate performance. Given the politically sensitive, culturally complex and institutionally embedded nature of leadership, as well as controversy over the way leadership itself is best defined and developed, the author argues that this reliance on a single perspective is potentially limiting. The aim of this paper is to enhance leadership development practice in organizations by proposing a fresh and theoretically informed approach for exploring the multiple meanings of leadership development. This is done, first, by clarifying the discursive assumptions underlying studies in this field and revealing the distinctive insights that arise from functionalist, interpretive, dialogic and critical discourses of leadership development; and second, by exploring how each of these discourses, or 'readings', might promote quite different approaches to leadership development in organizations.

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Section: Leadership Development Discoursesmentioning

confidence: 99%

Leadership Development in Organizations: Multiple Discourses and Diverse Practice

Mabey¹

2012

Int J Management Reviews

104

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“…For instance, the students found the authoritative talk too technical to comprehend. This was a theoretical claim made by Mikhail Bakhtin (1981). To Bakhtin, authoritative talk is located in a distanced zone and does not allow inter-animation with other voices.…”

Section: Discussionmentioning

confidence: 99%

“…The idea of dialogic words was first expressed by Mikhail Bakhtin (1981), a Russian linguist and philosopher. To him, unlike others, one can hear many voices in Dostoyevsky's novels.…”

Section: Dialogic and Authoritative Talkmentioning

confidence: 99%

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Dialogic or Authoritative Talk: Which one is more Comprehensible?

Sağlam

2022

Uluslararası Eğitim Araştırmacıları Dergisi

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The present study sought to explore whether a text supported primarily with dialogic talk is more comprehensible than a text supported with an authoritative one. A phenomenological case study approach was utilized in gathering and analyzing the data. The students’ lived experiences with dialogic and authoritative talks were our focus of concern. A total of 14 college students participated in the study. Individual interviews were conducted, recorded, and transcribed. The transcriptions were later analyzed inductively to discover patterns in the data. The results indicated that dialogic talk was found comprehensible by all participating students without any exception. The authoritative talk, on the other hand, was found incomprehensible. According to the students, the dialogic talk is easy to understand because it is written in a step-by-step fashion, comprises daily life words or recognizable with ease, is about a hands-on activity, and is student inclusive. They, further, indicated that the authoritative talk was incomprehensible because it involves technical terms, is superficially written, does not involve experimentation, and does not encourage students to take part.

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“…The general aim is to support a reflective knowledge of mathematical concepts by implementing a digital educational device based on collaborative and dialogical activities proposed by researchers. Within a dialogical dimension of interactions (Bakhtin, 1981), argumentative practice is considered a social activity, where the acquisition and elaboration of new knowledge take place within a social space with multiple interlocutors in a dynamic process. The participants are engaged in constructing and negotiating mathematical meanings within a specific context.…”

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confidence: 99%

Dialogical interactions mediated by technology in mathematics education

Albano

Mollo

Polo

et al. 2022

Dialogic Pedagogy Journal

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This paper discusses the results of a research[1] that integrates Digital Interactive Storytelling (DIST), competence-oriented mathematical activities, and argumentation called DIST-M. The general aim is to support a reflective knowledge of mathematical concepts by implementing a digital educational device based on collaborative and dialogical activities proposed by researchers. Within a dialogical dimension of interactions (Bakhtin, 1981), argumentative practice is considered a social activity, where the acquisition and elaboration of new knowledge take place within a social space with multiple interlocutors in a dynamic process. The participants are engaged in constructing and negotiating mathematical meanings within a specific context. This dialogical approach to argumentation tends to create an authentic argumentative culture that is a system of implicit and explicit rules where the exchanges and interactions among participants require a joint elaboration of new meanings, within a given mathematical context, through a dialogical exchange. Learning and development result from a dialogical negotiation process during which new knowledge is developed and those already possessed are re-organized and systematized (Bakhtin, 1981; Vygotskij, 1978). In the current pandemic circumstances, technologies are the main tools to uphold the educational processes. Despite the fact that the DIST-M was implemented and tested before the Covid-19 era, its epistemic bases of dialogism mediated by technology could significantly keep alive the dialogic interaction in educational settings that have been heavily affected by the social distancing and promote mathematical thinking. The articles focus on the United Nations Sustainable Development Goal n. 4,” Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.” [1] The research is funded by the Italian Ministry of Education, University and Research under the National Project “Digital Interactive Storytelling in Mathematics: a competence-based social approach”, PRIN 2015, Prot. 20155NPRA5.

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The Dialogic Imagination. Four Essays by M. M. Bakhtin

Cited by 203 publications

References 0 publications

Leadership Development in Organizations: Multiple Discourses and Diverse Practice

Leadership Development in Organizations: Multiple Discourses and Diverse Practice

Dialogic or Authoritative Talk: Which one is more Comprehensible?

Dialogical interactions mediated by technology in mathematics education

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