Three dimensions of dialogical movement

Abstract

a b s t r a c tAfter recalling historical and current approaches, I propose a semiotic approach to dialogicality, with a specific focus on cultural elements as markers in the flow of thinking or discourse. My core proposition is to consider dialogical dynamics as taking place in a space organised along three dimensions: 1) a temporal orientation, 2) degrees of fiction, and 3) degrees of generalization. I support my presentation with examples taken from a young woman's diary. Altogether, this raises the question of the possibility of inner dialogicality, and calls for a closer attention to the ethical underpinning of dialogical approaches.The idea of dialogicality in human experience is an ancient one. A counterpoint to a scientific and epistemological tendency to isolate the person from his environment, it has recently stimulated a great abundance of work (Gillespie, 2011). A dialogical approach can thus contribute to a better understanding of the relational, social and cultural nature of the person. Yet such emphasis raises the reverse question: if the person is constituted by and through dialogues with the world, how can he or she develop as unique being, how can she or he be accountable for her own thinking and action? In this paper, using the example of a young woman's diary, I examine three dimensions along which inner-dialogue might proceed (temporal orientation, degree of generalization, and degree of fiction) by which the person might generate her unique voice. So doing, I wish to highlight the often forgotten ethical underpinnings of dialogical studies. Before engaging in current approaches and developing my own, I will therefore go back to an older dialogical reflection.

Towards a Cultural Psychology: Meaning and Social Practice as Key Elements

“…They focus especially on the analysis of utterances. From this perspective, speech always implies an irreducible tension between a semiotic system and the particular use of that system (Gülerce, 2014;Zittoun, 2014Zittoun, , 2018. Speech is conceived as a form of action.…”

Entre école obligatoire et formation postobligatoire. Une approche socioculturelle de la trajectoire scolaire pour comprendre les dynamiques d’accrochage scolaire

“…Pour la seconde étape, une analyse thématique a d'abord permis d'identifier, puis de retenir les segments pour l'analyse de l'élaboration de sens. Dans une démarche interprétative et à l'aide de l'analyse préalable de la trajectoire, une attention particulière a ensuite été portée aux segments présentant des indices d'une mise à distance, dans le récit de l'élève, de l'expérience scolaire et de l'orientation rattachées au dispositif, notamment l'usage de métaphores, la mise en lien d'expériences passées, présentes et futures, la réflexion sur sa situation et son orientation, ou encore la mise en lien de son expérience scolaire avec d'autres personnes (Zittoun, 2014).…”

“Teen Views of Sex:” Inter-animation of dialogues in a radio feature story produced by Mexican immigrant youth

“…I situate my discussion in this paper within two broad areas of scholarship on dialogicality and dialogical pedagogy: 1) sociocultural psychology, specifically research that explores the dialogical processes through which the person may reinvent herself and contribute to collective change, together with the conditions that support or inhibit these processes (Skinner et al, 2001;Zittoun, 2014); and 2) scholars who explore dialogic pedagogy as a means for promoting student and teacher agency, democratic participation, and broad educational and social change (Freire, 2005;Matusov, Smith, Soslau, Marjanovic-Shane, & von Duyke, 2016;Segal, Pollak, & Lefstein, 2017). I am interested in the potential of dialogicality for opening spaces for self-authorship, in which the person may reinvent herself and re-envision herself as a powerful individual who is capable of transforming her social reality in collaboration with others, what Freire calls "dialogic action" (Freire, 2000(Freire, /1970).…”

“…From a dialogical perspective, dialogue can involve any reference to another time, situation, meaning, discourse, person, facets of self, or cultural object which creates the possibility of two perspectives to be held simultaneously in the mind. For example, the present and the past or future, here and over there, this situation and that situation, I and others, and so on, all located within in specific social settings shaped by wider political and ideological forces (Märtsin, Wagoner, Aveling, Kadianaki, & Whittaker, 2011;Zittoun, 2014). Dialogical approaches have revealed the dynamic dimensions of self, freed from the limitations of a static and essentialized views (Grossen & Orvig, 2011;Hermans & Gieser, 2014;Ligorio & César, 2013).…”

“…However, educational researchers tend to limit themselves to dialogue that is visible and measurable, which "misses the most important thing which is the invisible opening of dialogic space" (Wegerif, 2017) within which participating voices enter into a relationship of "inter-illumination," where the persuasive words of others enter into one's own (Bakhtin, 1981). These invisible openings are worthy of consideration because they may also represent potential openings for the self-authoring or the "reinvention of self" (Zittoun, 2014) along…”