Transforming volcanos to buncanos in eventful dialogues: Children’s remembering-in-interaction

Kullenberg, Tina

doi:10.1016/j.tsc.2019.100582

Cited by 3 publications

(5 citation statements)

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“…For example, Veraksa and Sheridan (2018) recognize the instructional consequences of preschool children's agentic subjectivity, and they argue for deliberately involving young students in decision-making and having a say in designing their learning experiences (cf. Kullenberg, 2019). Likewise, the notion of children's voices has been addressed in a wealth of studies in education to point to the changing nature of participation in instructional practices.…”

Section: Living and Learning In An Age Of Pluralism And Risksmentioning

confidence: 99%

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Towards Dialogic Metaphors of Learning – from Socialization to Authoring

Kullenberg

Säljö

2021

Integr. psych. behav.

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The background of the article is an interest in theories of learning and the metaphors of learning they build on and propagate. The basic argument is that the discursive construction of learning plays a central role in theoretical perspectives in research but also in discussions of societal issues in a wider sense. An initial observation is that current metaphors of learning oscillate between emphasizing socializing/reproductive dimensions and perspectives which foreground new-thinking transformations of existing collective knowledge; the culturally given. Hence, our aim is to explore conceptions of learning underpinning dominant theoretical perspectives as behaviorism, cognitivism, pragmatism, and various sociocultural traditions, in the light of this theoretical tension. Our conclusion is that the views of communication and learning inherent to the radical dialogic perspective on communication that stresses the unfinalizable nature of knowing, offered by Bakhtin, add to our understanding of how learning may be conceptualized in contemporary society. Such a dialogic perspective, emphasizing open-ended agency, plurality of voices, and performative potentials of creatively expressing opinions when learning from each other, offers a perspective on learning worth considering in times of diversity, unpredictable risks, and the need for critical self-reflexivity.

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Section: Living and Learning In An Age Of Pluralism And Risksmentioning

confidence: 99%

“…This "things-ontology" (Shotter, 1993) converts the complex, constructive, tool-dependent and generally collaborative activity of remembering into a mechanical search of a static body of information already stored in a "system" (cf. Kullenberg, 2019;Mäkitalo et al, 2017;Säljö, 2002).…”

Section: Metaphors Of Learning: a Brief Reviewmentioning

confidence: 99%

Towards Dialogic Metaphors of Learning – from Socialization to Authoring

Kullenberg

Säljö

2021

Integr. psych. behav.

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“…Several ECE researchers have taken up this thinking to understand dialogues – as utterance – in the early years. Viewed as observable (Lawrence, 2019), multi-perspective (Lang and Shelley, 2021), carnivalesque (Jennings-Tallant, 2020; White, 2014), generative (Odegaard, 2021), memory-enhancing (Kullenberg, 2019), participatory and democratic (Cao, 2020; Lensmire and White, 2017; Rosen, 2015), the deployment of utterance as a unit of analysis has yielded many speculative insights concerning strategic child communication in ECE contexts. While each implicates adults as interpretive and fully implicated dialogue partners, less attention is granted to ‘the apperceptive background of the addressee’s perception’ (Bakhtin, 1986: 95) which takes into account aspects of familiarity, valued modes of communication in culture, views, sympathies, prejudices, assumptions and values – all of which orient the way meanings can be perceived and responded to over time.…”

Section: Introductionmentioning

confidence: 99%

Utterance chains: A dialogic route to speculative thinking-with toddlers in the Chthulucene

White

2022

Global Studies of Childhood

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Sustained shared thinking dialogues which focus on teacher talk with preschool learners have long been considered an important route to learning progression. Toddlers, however, seldom engage in dialogues through talk alone, and their encounters are often fleeting. As a consequence, they are often positioned on the periphery of learning dialogues that are granted primacy in the Capitalocene, because they must first acquire adult forms of communication and their meanings before thought becomes possible. Viewed from a dialogic standpoint, however, toddlers offer important clues to co-constituted meaning-making through subtle, fleeting, embodied and interconnected language acts. When stitched together across time and space and in speculative, apperceptive, contemplation of their strategic orientation, these seemingly random utterances can act as a source of shared thinking through interanimating chains of thought that implicate teachers as well as toddlers. In the paper that follows, utterance chains are brought to life through curated video and dialogue with Aotearoa New Zealand teachers who, sought to ‘think with’ toddlers in ECE settings. Paying attention to interconnecting links in meaning across language acts over time and space, utterance chains invoked apperceptive engagement with language and thought. These discoveries invite teachers to expand communicative repertoires to ‘think with’ young learners as optimistic encounters of ‘making-with’ bestowals in and for the Chthulucene.

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“…Den teoretiska (eller snarare filosofiska) bas som tillämpas i föreliggande text har sin grund i en dialogfilosofi som bland utbildningsforskare bidragit till en ny form av dialogpedagogik som inte är helt liktydig med den dialogpedagogik vi känner från Freire. Det är dialogfilosofen, litteraturvetaren och pedagogen Mikhail M. Bakhtins demokratiska ideal för språkande och lärande som har inspirerat pedagogiska forskare (Kullenberg, 2019;Kullenberg & Eksath, 2017;Matusov, 2007;Rule, 2015;White, 2016). Översatt till didaktik associeras denna pedagogiska ingång även med ett demokratiskt alternativ att bedriva utbildning: en undervisning där alla deltagare, genom kritiska och djupa dialoger, får utveckla kunskap om sig själv, varandra och sina personliga intressen (Kullenberg & Eksath, 2017;Segal m.fl., 2017).…”

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“…Enligt Hultin (2007) saknas vetenskapliga bidrag i Sverige om hur just Bakhtins dialogfilosofi kan tillämpas inom pedagogikens domäner. Sedan dess har några få svenska studier behandlat ämnet (se till exempel Kullenberg & Eksath, 2017;Kullenberg, 2019;Kullenberg & Säljö, 2022). De teoretiska koncept som valts ut är skapade av centrala forskare inom Bakhtininspirerad pedagogik och på så vis blir denna dialogpedagogik indirekt framträdande i det som följer.…”

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Gymnasieelevers kontextuella meningsskapande:

Kullenberg,

Eklöf,

Nilsson

2023

pfs

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Forskning har identifierat en till synes förbryllande företeelse, nämligen den att skolelever inte alltid uppskattar frihet och handlingsutrymme i lärandet. Vidare efterlyses pedagogisk forskning om agens inom ramen för skolans verksamhet. Syftet med denna artikel är således att bidra med kunskap om hur några agensbegrepp kan förstås, och hur de kan synliggöras i relation till den pedagogiska praktiken. Ett särskilt fokus är elevers tillskrivna agens och deras egna berättelser om studieerfarenheter och förhållningssätt i lärandet, närmare bestämt akademiskt skrivande som grupparbete. Med utgångspunkt i tidigare forskning, samt datamaterial med gymnasieelevers yttranden om grupparbete i skrivande, diskuteras två kontrasterande agensbegrepp: instrumentell agens och författaragens. Didaktiska implikationer betänks i sammanhanget. Det är elever från Experimentgymnasiet på 70-talet vs. en konventionell svensk gymnasieskola i samtiden som i detta bidrag får representera skilda konceptioner av agens. I våra illustrationer av dessa teoretiska begrepp menar vi att gymnasieelevernas berättelse vid Experimentgymnasiet exemplifierar författaragens på ett tänkvärt vis. De samtida gymnasieeleverna ger enligt våra tolkningar uttryck för instrumentell agens i de samtalsepisoder som diskuteras och problematiseras.

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Transforming volcanos to buncanos in eventful dialogues: Children’s remembering-in-interaction

Cited by 3 publications

References 24 publications

Towards Dialogic Metaphors of Learning – from Socialization to Authoring

Towards Dialogic Metaphors of Learning – from Socialization to Authoring

Utterance chains: A dialogic route to speculative thinking-with toddlers in the Chthulucene

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