The Dialogic Imagination: Four Essays
... Martin and White (2005), noted that all verbal communication is considered 'dialogic' because writers encode their point of view and voice their values towards what they write and whenever they write. Their approach toward engagement is informed by Bakhtin (2010) concept of heteroglossia, meaning that all communication whether written or spoken has a dialogic nature. Martin and White add the notion of monoglossia, which means that there are no dialogistic alternatives. ...
The focus of the present study is on how professional scholars argue their propositions while maintaining a relationship of solidarity with their readers in the discussion section of medical research articles. More specifically, it provides explanations of (1) how attitude features of effect, judgment, and appreciation are disseminated across academic medical texts published in reputable journals, (2) how different writer voices are constructed through the use of evaluative language, and (3) the assumptions that professional published writers make about the values and beliefs of their readers. Mackey and Gass (2005) Appraisal theory was employed in the present study because it focuses on interpersonal meanings that provide writers and speakers with the means to be critical, value, reject, accept, and challenge other positions. The findings revealed high instances of Appraisal resources in the discussion section of the medical texts. Thus, language played an important role and was used rhetorically to achieve argumentative goals. The interpersonal language was highly achieved through resources of engagement. The study contributes new understandings of interpersonal meaning in the professional writers' medical texts from the functional perspective of Appraisal theory. The findings may provide new directions for the development of literacy in the genre of academic research writing.
Keywords: Appraisal theory; Stance; Authorial voice; Attitude features; Medical research articles; Professional writers.
... Martin and White (2005), noted that all verbal communication is considered 'dialogic' because writers encode their point of view and voice their values towards what they write and whenever they write. Their approach toward engagement is informed by Bakhtin (2010) concept of heteroglossia, meaning that all communication whether written or spoken has a dialogic nature. Martin and White add the notion of monoglossia, which means that there are no dialogistic alternatives. ...
... Martin and White (2005), noted that all verbal communication is considered 'dialogic' because writers encode their point of view and voice their values towards what they write and whenever they write. Their approach toward engagement is informed by Bakhtin (2010) concept of heteroglossia, meaning that all communication whether written or spoken has a dialogic nature. Martin and White add the notion of monoglossia, which means that there are no dialogistic alternatives. ...
The focus of the present study is on how professional scholars argue their propositions while maintaining a relationship of solidarity with their readers in the discussion section of medical research articles. More specifically, it provides explanations of (1) how attitude features of effect, judgment, and appreciation are disseminated across academic medical texts published in reputable journals, (2) how different writer voices are constructed through the use of evaluative language, and (3) the assumptions that professional published writers make about the values and beliefs of their readers. Mackey and Gass (2005) Appraisal theory was employed in the present study because it focuses on interpersonal meanings that provide writers and speakers with the means to be critical, value, reject, accept, and challenge other positions. The findings revealed high instances of Appraisal resources in the discussion section of the medical texts. Thus, language played an important role and was used rhetorically to achieve argumentative goals. The interpersonal language was highly achieved through resources of engagement. The study contributes new understandings of interpersonal meaning in the professional writers’ medical texts from the functional perspective of Appraisal theory. The findings may provide new directions for the development of literacy in the genre of academic research writing.
... Such "rationalist and empiricist approaches to language" (Manning and Scheutze 1999), however, turn the corpora they draw on, which are rife with interpersonal communiques, presentations and performances of self (Goffman 1956), and all manner of heteroglossic conversational tropes into a monological set of texts (Bakhtin 1982). For philosophers (Ricoeur 1971), and cultural anthropologists following the Geertzian tradition (Geertz 1983), "to turn something into a text is to seem to give it a decontextualized structure and meaning … imaginable apart from the spatiotemporal and other frames in which they can be said to occur … a trope for culture" (Silverstein and Urban 1996, 1). ...
Machine intelligence, or the use of complex computational and statistical practices to make predictions and classifications based on data representations of phenomena, has been applied to domains as disparate as criminal justice, commerce, medicine, media and the arts, mechanical engineering, among others. How has machine intelligence become able to glide so freely across, and to make such waves for, these domains? In this dissertation, I take up that question by ethnographically engaging with how the authority of machine learning has been constructed such that it can influence so many domains, and I investigate what the consequences are of it being able to do so. By examining the workplace practices of the applied machine learning researchers who produce machine intelligence, those they work with, and the artifacts they produce. The dissertation begins by arguing that machine intelligence proceeds from a naive form of empiricism with ties to positivist intellectual traditions of the 17th and 18th centuries. This naive empiricism eschews other forms of knowledge and theory formation in order for applied machine learning researchers to enact data performances that bring objects of analysis into existence as entities capable of being subjected to machine intelligence. By data performances, I mean generative enactments which bring into existence that which machine intelligence purports to analyze or describe. The enactment of data performances is analyzed as an agential cut into a representational field that produces both stable claims about the world and the interpretive frame in which those claims can hold true. The dissertation also examines how machine intelligence depends upon a range of accommodations from other institutions and organizations, from data collection and processing to organizational commitments to support the work of applied machine learning researchers.
... I think this theme is the one where I need to note that although the responses are written by me, they include the multiplicity of voices, predominantly the voices of my co-authors, which I think is an excellent example of Bakhtin's (1982) multi-voicedness or heteroglossia as part of my 'ideological becoming' (p. 341). ...
This collaborative autoethnographic inquiry presents a snapshot of our critical and contextualized perspectives and experiences surrounding the issues and ideologies pertinent to (non-)nativeness in and beyond language education evolved across time and space. We adopt the methodological lens of ‘collaborative autoethnographic inquiry’ to discuss how conversation and collaboration, while proving tense at times, can constructively shape participants, the dialog to which they contribute, and their approach to classroom practice. As researcher-practitioners negotiating being and belonging in and across borders, both material and discursive, in and beyond our profession, we constantly grapple, individually and in conversation with each other, with the complexities of equity and identity embedded in (and beyond) English language teaching.
Students should be granted opportunities to practice the language of science. This chapter presents a holistic understanding of language in science and technology education by discussing different frameworks in the field. The chapter emphasizes the role of language in learning and knowledge construction processes. In particular, it focuses on the nature of talk in science classrooms and how different interactions between teachers and students contribute to students’ learning. The chapter also highlights classroom practices for how language is used in science and technology activities. Several studies suggest that dialogic conversations and discussions should be encouraged in the classroom. This suggestion leads us to consider teachers’ classroom interactional competence and the role of language in assessment.
The introductory chapter frames the book theoretically and thematically, in relation to ongoing debates in critical heritage studies, as well as the anthropological literature and the historiography of the former Yugoslav space. First, it discusses how heritage studies has moved towards an understanding of heritage as a dynamic process, interconnected with shifts in collective memory and sociopolitical change. Second, it underlines the double relevance of investigating such processes in the region, both for broader understandings of the role of heritage and memory in nationalist mobilizations, as well as to express the multi-scalar specificities of transformation in the post-Yugoslav space. Third, the introduction unpacks the synchronicity of the pasts displayed through heritage processes. The contexts of the former Yugoslavia highlight not only heritage as ‘dissonant’ (Tunbridge & Ashworth, 1996) and, often ‘difficult’ (Macdonald, 2010), but also in some places as a manifestation of ‘conflict-time’ (Baillie, 2013). While some heritage has become ‘bracketed’ (Frykman, 2005) other forms have become actors in the negotiation of ‘conflict-time’—the continuation of conflict in the aftermath of war. The chapter then shifts from temporal concerns to the different scales and lenses explored in the volume: from architectural objects to urban space, from tangible to intangible heritage, from national narratives to minority perspectives, from memory entrepreneurs to reception by diverse publics. It proceeds to survey the variety of methodologies and disciplinary approaches used in the book. Finally, it gives a brief overview of the three sections which comprise the volume, their relation to each other and to the main themes of conflict-time and nation-building.
This article analyzes the sociolinguistic construction of two gendered figures in multilingual performances, namely a category of young Mongol wives in rural societies who challenge patriarchal social order, and a group of young urban Mongol men whose dream is to be rich and indulge themselves in luxury. By drawing on the analytical framework of stance and stylization, the study analyzes how the performers’ multivalent stance-taking towards constructed personas and specific social-moral orders are communicated through their skillful stylization of multilingual resources in Inner Mongolia. It also points out that language stylization and stance-taking, taking place in reference to local cultural values and linguistic ideologies, are anchored in continually evolving ethnic, gender, and class relationships in a changing, minoritized Mongolian society in the context of Chinese modernization and capitalist marketization. (Stance-taking, language stylization, gendered discourses, Mongols, multilingualism)*
The field of intertextuality in biblical and theological scholarship is theoretically complex and diverse. The prevailing differences among intertextual interpreters produce this question: is there a hermeneutical theory that can clarify the diverse field of intertextuality? In order to answer this question, this essay interacts with hermeneutic phenomenology to demonstrate a common hermeneutical thread that clarifies the diversity of intertextual analysis. First, I delineate the foundations of intertextual theory in order to demonstrate how those foundations lead interpreters in a specific hermeneutical direction. Second, I explain how an intertextual analysis is complemented by Hans-Georg Gadamer and Paul Ricoeur’s contributions to hermeneutics. Third, I demonstrate that Ricoeur’s comments on intertextuality challenge intertextual interpreters to move from intertextual theory into hermeneutical practice. Fourth, I propose that Ricoeur’s three-layered mimesis clarifies the diversity of intertextual analysis. Finally, I conclude by suggesting hermeneutical guidelines for intertextual interpreters in biblical and theological studies.
Unlike one-to-one threats, terrorist threat texts constitute a form of violence and a language crime that is committed in a complex context of public intimidation and are communicated publicly and designed strategically to force desired sociopolitical changes (Etaywe, 2022a). Contributing to law enforcement and threat assessors' fuller understanding of the discursive nature of threat texts in terrorism context, this paper examines how language is used dialogically to communicate threats and to construct both the purpose of threatened actions and the victims. The paper uses a critical discourse analytic approach and takes a set of eleven digital threat texts made by two jihadists as a case study. It draws on van Dijk's (1995) concept of ideology, the law enforcement-based taxonomy of threat types (Napier & Mardigian, 2003), van Leeuwen's (2008) model of social actor representation and discursive construction of purpose of social actions, and Martin and White's (2005) Engagement system. The analysis reveals victims specified and genericised, excluded and adversary. This linguistic construction is underpinned by a dichotomous conceptualisation of the social actors' affiliations, positions, values, cultural activities, goals, and material and symbolic resources. The threats are delivered to the victims, agents acting on their behalf (e.g. security forces) or property associated with them (e.g. oil refinery), and are of two primary types-direct, and veiled. The former are predominant and serve inter alia to augment the public-intimidation impact of terrorist discourse. Threatened violence is of goal-, means-and/or effect-oriented social purposes, which suggest a categorisation of threats based on these purposes. The analysis reveals a dialectic, refutative nature of argumentation, and a discourse pregnant with heteroglossic utterances that contract (i) to close off and disalign with state officials' contradictory voices, and (ii) to produce tension, providing clues to terrorists' motivations and what constitutes the heart of political violence.
Future-making is a collective enterprise. Learning and creativity are as much psychological as they are social and cultural phenomena. The creation of new technologies requires division of labour, their use connects us with those around us. And the future of the emerging field of learning, creativity and technology studies is ours to envision and to bring into being. Any speculation about the futures (always in plural) of creativity, technology and learning is therefore dialogical and depends on exchanges between different individuals and groups within society. Our final ‘creative provocation’, then, is meant to recognise and capitalise on the social roots of learning creatively, with technology, and speculate about these futures in an equally dialogical manner. This exchange brings together three authors with expertise in a range of relevant areas, from engineering and learning to sociocultural studies and the psychology of creativity. Our hope in using this format is that it will not only be more enjoyable and authentic but bring insights that both build on and expand what the present book offers in its rich array of contributions, views, and provocations.
The ways that teachers orient students to engage with science through drama influences how they think about it. By acting in character or positioning students to reflect on a scientist’s work critically, for example, by questioning someone in the ‘hot seat’, drama can position learners to think about science in quite different ways. Dramatising classroom activities, consequently, offers students quite distinct alternate experiences for learning science which can be captured digitally. This chapter argues how transcriptions of video and audio recordings can be used to consider ways that drama supports learning about science. Analysing these digitised sets of data can aid educators, who adopt various drama conventions, to think about how their pedagogic approaches orient classroom exchanges to best support science learning. Paying attention to the dialogue that emerges between learners is relevant to consider when choosing to use a particular drama approach to teach science. Providing directions to follow and act-out a prescribed play can limit the extent to which the learners think about science. Positioning students to question someone ‘in-role’ as a scientific character can develop an appreciation of their scientific work and the ways that scientists from the past made discoveries. Placing learners in small groups to work collaboratively and respond to an inquiry that echoes with challenges scientists faced in the past, and indeed the present, extends how they think about scientists’ lives and work. The implications of these alternate approaches are considered to emphasise how a teacher’s employment of drama strategies can appreciably influence how learners think about and engage with learning science.KeywordsDialogueVerbal exchangesTeacher positioningAs-if worldDialogic positions
In this chapter, we discuss whether death requires permanent or irreversible cessation of function. We argue that death requires only permanent cessation of function, ultimately focusing on the application of this argument to determining death by neurologic criteria. Throughout history, we have relied on permanent cessation of function. The genuine possibility of reversing the cessation of function became real only from about the 1700s. The gradual introduction of the requirement of irreversibility reflects the ethical norm that everything should be done to revive a patient where this is possible and appropriate. However, this norm does not apply to patients for whom resuscitation is not appropriate. Since permanence covers both patient cohorts, it is a sound criterion for declaring death. Influential defenses of irreversibility, such as that of Don Marquis, are subjected to critical scrutiny.
Has the Cold War, anchored in both the US-USSR rivalry and the rising power of China, impacted the sense and the meaning of literature as art, and our understanding of world literature? If the world literature discourse reveals a cosmopolitan feature to the cultural contestation of great power politics in the Third World and Eastern Europe, does this also mean that the Cold War discloses an irreducible agonism at the heart of world literature? This article suggests we need to answer both questions affirmatively. I approach these questions both historically and heuristically; I begin with a fictional palimpsest, composed by short excerpts from three larger texts by Peter Schneider, Boris Polevoy, and Ismail Kadare. This reading strategy aims to show that both ideological and geopolitical concerns are relevant in theorizing world literature through the lens of Cold War literature.
Mathematics plays a central role in thinking about environmental sustainability. Mathematics is used to describe the multiple environmental crises we face, to model future developments, and to communicate this information to scientists, policy-makers, and the general public. So what mathematics do citizens need to know to engage with questions of sustainability? What and how should children learn, in order to participate in democratic debates about the future of Planet Earth? How can mathematics teaching prepare children for their future? In this chapter, I examine these questions, focusing on three themes: nature, mathematics, and mathematics education. I highlight the problem with human exemptionalism and the need for a relational, dialogic perspective on knowing. For each theme, I consider implications for mathematics classroom practice.KeywordsEnvironmental emergencyMathematicsMathematics teachingNature
This chapter reports on the emerging findings during the first year of a design- and inquiry-based research project called Kindergarten Teacher as a Researcher. The project attempts to implement a design for collaboration and knowledge co-creation through a workshop methodology called Exploration and Pedagogical Innovation Laboratories (EX-PED-LAB). The project was funded by the Research Council of Norway as a starting grant for the common initiative of the Agency for Kindergartens (Bergen City, Norway) and the KINDknow Research Centre [BARNkunne – Senter for barnehageforskning], located at Western Norway University of Applied Sciences (HVL). The goal of the workshop laboratory was twofold: (1) to support early childhood educational leaders and staff in enhancing the quality of kindergartens in close collaboration with researchers and (2) to research three areas of common interest: the play, exploration, and learning environment; collaboration with families; and leadership and governance. This chapter highlights a set of features for success, as well as takeaway points for the further development of the workshop methodology, tailored to future early childhood partnership research programmes. Drawing on the case of the EX-PED-LAB project, the chapter seeks to describe the features of the success of and barriers to collaborative explorative processes and knowledge-creating practices in practices-developing research. These insights will be beneficial for further investigations, consolidations, and refinements of the workshop methodology.
White educators in the United States are responsible for educating the majority of students of all races nationally. However, these educators are not always culturally relevant and sustaining in theory or practice. While we find it necessary for white educators to enact culturally relevant and sustaining education practices with Black, Indigenous, People of Color (BIPOC) students, we believe it is equally necessary for them to enact these practices with the white students they teach. In this paper, we explore what happens when three white pre-service teachers enact these approaches in a Professional Development School (PDS) and how these outcomes shape their own identities and self-development as educators. We examine their intentions and the subsequent outcomes of their goals. We unpack the challenges, setbacks, and the responsibility of what it means to do this work even when the rewards do not align with the effort.KeywordsWhite educatorsCulturally relevant and sustaining educatorReflexivitySelf-development
This contribution focuses on the intercultural experience of international students enrolled at a large Italian university, with the aim of exploring the ways in which both the students and the Institution (governance, academic and administrative staff) are engaged in (re)presenting international students, thus shedding light into the negotiated and contested nature of such mediated encounters. This paper uses data from a wider situated and multi-method research that unfolds from an ethnographic fieldwork aimed to capture the contextual constrains and resources experienced by international students enrolled at a Roman university. A total of 13 narrative interviews with international students were collected to examine the students’ own perspective and narratives about their experience of living in Rome and being students at the Italian university. Interviews (9) were also conducted with informants of the Institution. At the same time, a survey was conducted, reaching 262 respondents. An open-ended question asked particularly suggestions to improve the University and the living and studying conditions of international students. Different methods were used (ethnography, narrative interviews, focus group) to observe the international students experience from multiple perspectives. Discourse analysis and the identification of interpretative repertoires was conducted on the in-depth interviews with selected institutional agents and international students. Results concerning the institutional perspective of international students show them as a valuable and desirable “purchase” for the university, although considered as a vulnerable and disoriented group. From the students’ perspective, the identity construction is (re)presented as the output of orientation and navigation strategies put in place in order to open and cross doorways and overcome obstacles in their paths. More specifically, the DA of the narrative interviews with international students showed an imbalance of power that in some cases led to complaint/conflict with the host university. Recommendations concern the necessity of enhancing university policies and services towards the real needs of international students related to orientation, engagement, and empowerment.KeywordsInterculturalityHigher educationStudents’ mobilityInterviewsEthnographyDiscourse analysis
This chapter presents the analytical framework of this volume, arguing that an interpretive-biographical methodology for analysing labour market integration can highlight the many ways in which migrants exercise agency both materially in shaping their lives but also cognitively and emotionally in making sense of what is happening to them, taking decisions and following specific courses of action. The chapter introduces the notion of turning points and epiphanies as a new approach to labour market integration that goes beyond ticking boxes of who has a job. It also looks into the employment trajectories of migrants, asylum seekers, and refugees. After elaborating on the interpretive biographical methodology and its tools, this chapter briefly outlines the contents of this volume.
As artificial intelligence (AI) automates technical and dialogic processes, technical communicators produce value through articulating complex problems, facilitating new forms of participation, and managing user-generated content via experience architecture. Automated and intelligent agents are least able to grasp the context of experiences, requiring human input/feedback for maximum performance. The examples we trace both prepare communities to embrace AI as part of the available information infrastructure and create an automated infrastructure of intelligent augmented action. Following Star's anthropological investigation of infrastructure, we analyze organizational examples where rhetoric entangles AI, automation, generative design, additive manufacturing, gift labor, and assembly lines.
This chapter draws on empirical research conducted in the Republic of Ireland to explore the distinction between criminal court time and social work time when a court makes a request for a pre-sentence report, and where defendants are subject to a practice known as ‘adjourned supervision’. Drawing on theoretical concepts developed by Mariana (Valverde, 2009; Valverde, 2010; Valverde, 2014; Valverde, 2015), we illustrate how the request for a pre-sentence report acts as a hinge between two different jurisdictions where different spatio-temporal logics apply. The shift from the jurisdiction of the court to the social work jurisdiction of the Probation Service involves a shift in temporal scales—from the immediacy of court processes which are oriented towards addressing the specifics of a past crime, towards a different temporal domain, where the report subject is situated along a historic biographical narrative but is also envisioned as a redeemable subject in the future. In so doing we illustrate how adjourned supervision constitutes a chronotope with attendant power effects.
This chapter is devoted entirely to the process of the militarisation of behaviours. That process rests on several pillars (relating broadly to bureaucracy, propaganda, chronotopes, military language and culture, emergency legislation, surveillance, professionalisation, and militarisation in the public sphere of life). I aimed to showcase the complexity of the militarisation of behaviours and to place it in a theoretical framework. There are many tools of social control that state or non-state actors can use. However, when employing most or all of those mechanisms available from the toolbox of the militarisation of behaviours state officials can expect that, to a degree, behaviours will be militarised. When these instruments are employed, it might lead, with a high level of probability, to the emergence of organised crime, state organised corruption and state terror. At the same time, the militarisation of behaviours aims to create a level of uniformity in society, dependency on the state, and obedience. When people are exposed to that process, they tend to either develop coping mechanisms helping them to survive or become compliant.KeywordsMilitarisation of behavioursSocial controlPropagandaBureaucracySurveillance
How do we foster effective communication online with graduate students? This project looks closely at what communicating online with graduate students looks like, and imagines an answer to the question that is both figurative and literal. Figurative in the sense that this question should be approached with imagination, through the imaginary, and with an understanding of address. And, literally in that it proposes specific communicative practices for consideration. Online offers us unique opportunities to change our mode of address. Fostering effective online graduate students means (re)imagining graduate school by recognizing mode of address, mentoring, technology, and rhetorically listening-to.
This chapter explains the book’s purpose and theoretical framework. Ever since its emergence, the environmental movement has developed in tandem with the growth of capitalism. This forms the background for the book’s guiding question: how is it possible that the catastrophic trajectory of the system has changed so little despite over a century of environmental protests? We search for clues in the history of the environmental movement, focusing on three overarching narratives: the narrative of green progress, the apocalyptic narrative and the postapocalyptic narrative—devoting particular attention to the postapocalyptic narrative, which is least well explored.. We also pay attention to their latent contradictions, which are linked to the different interests, which we seek to capture through the notion of nature interests.KeywordsEnvironmental movementNarrativeUtopiaIdeologyCollective identity
This paper deals with the use of original sources in mathematics education, with emphasis on preservice teachers’ education and the exploration of historical texts. In this context, there is a real challenge, for both teachers and learners, to conduct both ‘synchronic’ and ‘diachronic’ reading. As reported extensively in research, learners seem to have a strong propensity to focus on and to ‘translate’ the texts into modern mathematics, which makes it difficult to deepen both their understanding of history and their own set of conceptualizations. Rather than propose practical solutions, in the paper we explore a theoretical positioning that may help us think differently about these difficulties and, ultimately, provide articulated and different avenues for interventions. Drawing on the philosophy of language of Mikhaïl Bakhtin and Valentin Voloshinov, the idea is to question the Saussurean perspective that underpins the notions of synchrony and diachrony. From this theoretical perspective, we propose to think about the challenges associated with the reading of historical texts in terms of the ethical stance of answerability and engagement in the context of preservice mathematics teachers’ education, and we suggest envisioning a third possible reading, namely, that of the educator.
In the aftermath of the Arab Spring, Occupy Wall Street, and Black Lives Matter movements, protest has become the default response to social problems. As students and youth become more involved in political upheaval, they turn to the technology that surrounds them. This chapter focuses on computer-mediated youth civic action and interaction. It examines past trends in youth activism and how social media skills acquired through activism could help these same youth activists transition to the workforce.
The study of “voice” in writing presents a conundrum. On the one hand, we use this term to signify our ability to project an identity into a piece of written discourse: the characteristics of its creator, its spirit, and its ethical bearing. On the other hand, a serious look behind this construct suggests that this presence is deeply fictional, an idealized representation of a self or an identity that cannot exist outside the system that makes it possible: a language. When we consider that language is a social institution, we understand that voice is socially inscribed and only recognizable as a product of that institution. Institutions, in this sense, are comprised by dense groups of individuals who are bound together by common purpose. With that definition in mind, the central question arises: to what degree can individual members of such a group—a society, a network, a social class—distinguish themselves from the whole of which they are inextricably a part? More importantly, how much privilege is derived from this membership, and can that privilege be extracted and made portable?
Productive peer talk moves have a fundamental role in structuring group discussions and promoting peer interactions. However, there is a lack of comprehensive technical support for developing young learners’ skills in using productive peer talk moves. To address this, we designed iTalk–iSee, a participatory visual learning analytical tool that supports students’ learning and their use of productive peer talk moves in dialogic collaborative problem-solving (DCPS). This paper discusses aspects of the design of iTalk–iSee, including its underlying theoretical framework, visualization, and the learner agency it affords. Informed by the theory of Bakhtinian dialogism, iTalk–iSee maps productive peer talk moves onto learning goals in DCPS. It applies well-established visualization design principles to connect with students, hold and direct their attention, and enhance their understanding. It also follows a three-step (code → visualize → reflect) macro-script to strengthen students’ agency in analyzing and interpreting their talk. This paper also discusses the progressive modifications of iTalk–iSee and evaluates its usability in a field study. We present the implications of essential design features of iTalk–iSee and the challenges of using it (relating to, for example, teacher guidance, data collection, transcription, and coding). We also provide suggestions and directions for future research.
This case study is an investigation of cultural and linguistic diverse perspectives among parents, children, teachers, and teacher candidates. Survey and interview data were collected and analyzed to determine how these diverse perspectives affect teachers' application of culturally responsive literacy practices to develop a community of learners. Findings suggest that teachers and teacher candidates knew little about their students' diverse backgrounds. Their participation in the study and initial discussions among teachers, teacher candidates, children, and parents had a positive effect on experienced and novice teachers' knowledge of students. This knowledge included the ability to begin planning and managing instruction, as well as determining appropriate assessments and instructional strategies. Findings also suggest ways these teachers could engage students, families, and teachers in social justice practices.
Everyone seems to know what space is. But the meaning of “space” varies from person to person and from one occasion to another. It varies among the academic disciplines concerned with spatiality, such as physics, psychology, and phenomenology, and among practical professions, such as architecture and filmmaking, stage design, and creative writing. How can we reconcile this polyphony? Is there an underlying root concept of space? In other words, do these multiple and disparate concepts have a “focal meaning”? One manner of answering these questions is offered here, by considering a moving person who is sequentially exposed to specific possibilities of experience at different spatial locations. Reminiscent of the concept of affordance, the present account is concerned with possibilities of experience, rather than with actual experience, and it is trained on distributed patterns of perception and behavior, rather than on their piecewise characterization.KeywordsMobile observerVisionSensory thresholdAffordanceGestaltNarrativityFabulaChoicePlace
This chapter pulls together the narratives of lived experience of Chaps. 2 and 3, integrating them with other empirical and theoretical perspectives to define a new concept of the primary care paradigm—a distinct set of practices underpinned by its own philosophy and structures, and with a separate pedagogy. The philosophical standpoint of primary care is outlined in terms of its ontology, epistemology and axiology, and a practitioner identity outlined which utilises these coherently in everyday work, including at the primary care interface.KeywordsPrimary careParadigmsNHSGPIdentityNHS
Internationaal is er de laatste tijd toenemende belangstelling voor de Open dialoogbenadering, die is ontstaan in Finland. Maar het kernprincipe ervan, dialoog bevorderen, kan lastig te onderwijzen en toe te passen zijn. Bovendien zijn er zoveel verschillende publicaties over de Open dialoog en dialogische benaderingen beschikbaar dat hulpverleners misschien niet weten waar te beginnen met het raadplegen ervan. In dit narratieve literatuuroverzicht geven we een beschrijving en samenvatting van het brede palet aan publicaties die gaan over hoe in gezinstherapie een dialoog op gang kan worden gebracht. Dit artikel behandelt de diverse interpretaties van de term ‘dialoog’, de dialogische mindset van de therapeut, aanbevelingen over mogelijke reacties op cliënten tijdens sessies, de betrokkenheid van het ‘zelf’ van de therapeut tijdens die ontmoetingen en de inzet van reflectieteams. Verder presenteren we een bondig lijstje met aanbevelingen, als hulpmiddel voor hulpverleners en ter bevordering van het gesprek over dialogische manieren van werken.
From the communicative-cognitive point of view, it is necessary to look at dialogic discourse as an active phase of the transition of language skills to speech skills. In this regard, discourse is considered as the articular form of consciousness consisting of a set of knowledge that motivates the speech activity of the interviewees. This empirical study draws on recent developments in dialogic approaches to learning and teaching and explores the relationship between the dialogic discourse pattern and improvement of the students’ participation and learning in an online EFL context. Developments in the dialogic teaching from two perspectives, namely didactic and psychological are reviewed and necessary preconditions and rules for the teachers to have a dialogical discourse pattern as an approach to classroom interaction are considered. It is assumed that when clearly defined, rules for a dialogic discourse pattern can lead to the development of students’ overall performance and mainly speaking skills.
This study focuses on the phenomenon that arose from the involvement of the Muslim community in the pela gandong ritual communication on December 2, 2018. Religious symbols were used to celebrate the first Advent held in Immanuel Church, Moluccas Islands, Indonesia. Symbols included chanting the call to prayer, lafadz Rawi barzanji, and the call to worship, singing hymns of praise, and lighting Advent candles. Using qualitative methods and subjective interpretive paradigms with data collected through interviews, observations were made from a phenomenological perspective, especially ritual, social transformation, social identity negotiation, and symbolic interactionism theory. The results showed that the involvement of the Muslim community in communication rituals has beliefs and values as central principles of kindred equivalence and social-community concerns. In addition, implementing cross-religious kinship in the subjective experience impacts proof of self-identity, human kinship, relationship creation, treatment acceptance, and joint worship labels. The last leads to a developed case of civic pluralism in the pre-conflict era that had been shattered by the conflict. It is likely that cross-religious civic pluralism is a necessary precondition for efforts to build theological pluralism. This article contributes to understanding Muslim communities’ subjective experience regarding cross-religious pela gandong ritual communication and encourages further research in this area.
This paper is a summary of philosophy, theory, and practice arising from collective writing experiments conducted between 2016 and 2022 in the community associated with the Editors’ Collective and more than 20 scholarly journals. The main body of the paper summarises the community’s insights into the many faces of collective writing. Appendix 1 presents the workflow of the article’s development. Appendix 2 lists approximately 100 collectively written scholarly articles published between 2016 and 2022. Collective writing is a continuous struggle for meaning-making, and our research insights merely represent one milestone in this struggle. Collective writing can be designed in many different ways, and our workflow merely shows one possible design that we found useful. There are many more collectively written scholarly articles than we could gather, and our reading list merely offers sources that the co-authors could think of. While our research insights and our attempts at synthesis are inevitably incomplete, ‘Collective Writing: The Continuous Struggle for Meaning-Making’ is a tiny theoretical steppingstone and a useful overview of sources for those interested in theory and practice of collective writing.
Die Darstellungen zu den verschiedenen Praktiken strategischer Ambiguität sind in der Forschung bislang überraschend vage geblieben. Mehrdeutigkeit wird in der Regel lediglich auf Aussagen und hier konkreter: auf Informationen und Bewertungen bezogen. Zudem bleiben selbst die Ausführungen zu mehrdeutigen Praktiken auf der Ebene von Informationen und Bewertungen bemerkenswert vage. Wenn man Mehrdeutigkeit allgemein versteht als Zuschreibung einer Koexistenz verschiedener Standpunkte und divergierender Sichtweisen auf die Welt (Guthey und Morsing 2014), kann sich diese Koexistenz verschiedener Sichtweisen auf mehrere Unterscheidungen und mithin verschiedene Dimensionen beziehen. Zusätzlich zu Informationen und Bewertungen, die z. B. im Kontext von Metaphern (z. B. Leitch und Davenport 2002; Scandelius und Cohen 2016) oder Mixed Messages (Sohn und Edwards 2018) untersucht wurden, können auf der Aussagenebene beispielsweise verschiedene Interpretationen zum Charakter eines Medienangebotes existieren: Ist es ein Advertorial oder ein journalistischer Text? Ebenso können verschiedene Interpretationen zur Wirklichkeitsbehauptung vorliegen: Ist es eine Lüge? Ist es wahrhaftig? Oder ist es Bullshit? In all diesen Fällen liegen mehrere Interpretationsmöglichkeiten vor. Die strategische Nutzung von Ambiguität zielt dann genau darauf, einen Raum zu kreieren, der offen für verschiedene Interpretationen durch die Adressaten ist (Davenport und Leitch 2005).
In a world where the progress in technology, the affirmation of social media platforms, and gaming have made the universe a much smaller place, it should be natural to recreate this boundless space in our classroom and more so in our language classroom. Nevertheless, this is not always the case as the idea of a multicultural, diverse, and multilingual class is still opposed by many educators. Some fear that focusing on multiculturality could endanger any sense of shared tradition, values, and beliefs in 'one particular' society (i.e., American society). In addition to that, language teachers might fear that embracing multiculturality would take attention away from the culture they are there to teach. The debate becomes even more interesting when we move to multilingualism, especially in the language classroom. The author proposes that we start seeing the language classroom as a 'mixed salad bowl' where all the students mix but get to keep their own identity and culture.
The motion picture Charly (1968) stars Cliff Robertson as a cognitively impaired bakery worker who undergoes an experimental intelligence-enhancing neurosurgical procedure that temporarily grants him superhuman intelligence. Although Charly may seem merely to endorse the dominant sf trope of cure for disability, it offers a complex and equivocal engagement with the growing “normalization” agenda in the 1960s US, by which cognitively impaired persons were moved out of institutions in order to lead lives as close to culturally normative as possible. The movie partly affirms normalization and its social critique through the narrative continuity between Charly before and after his neurosurgery, and by the inclusion of cognitively impaired children within the cast. Robertson’s performance also conveys Charly’s deliberate performance as an object of ridicule within his workplace. However, Charly also gestures to ongoing anxieties about the sexuality of cognitively impaired persons, and it questions the normative valorization of intelligence in modern society. Although the movie’s plural visual style was criticized by contemporary reviews, its aesthetic offers a dialogic model of the self, and resists the centripetal tendency to filmmaking within a single authoritative or neutral style.
Carnivalesque theory has been used as a model and a structure in the works carried out in many fields such as communication, literature, and sociology. In fact, Carnivalesque appears in many environments/areas, particularly in the social networks, which are the manifestation of social life. This chapter examines social networks in the context of carnivalesque theory to reveal facts of carnivalesque in Twitter. Content analysis technique was used in the research. Research data came from 10 Twitter accounts which have a maximum number of followers in Turkey. These data were analyzed and examined in terms of grotesque, dialogism, carnival laughter, upside-down world, marketplace, and marketplace speech belonging to the carnivalesque theory. According to the findings, the structure of Twitter, which is one of the most popular social networks in Turkey, is largely similar to the structure of the carnival and features of carnivalesque theory.
Norwegian authorities promote samhandling between teacher education institutions and schools for several purposes: to decrease the gap between theory and practice, gain new insights and develop their pedagogical practices to encounter unforeseen future challenges. According to Torgersen and Steiro (Ledelse, samhandling og opplæring i fleksible organisasjoner : en menneskeliggjøring av styringssystemer. Læringsforl, Stjørdal, 2009a, Utvikling av tillit, trygghet, tilhørighet og trivsel. In: Torgersen GE, Steiro TI (eds) Ledelse, samhandling og opplæring i fleksible organisasjoner – en menneskeliggjøring av styringssystemer. 1. utgave, 1. opplag. Læringsforlaget, Stjørdal, pp 120–166, 2019b, Defining the term Samhandling. In: Torgersen GE (ed) Interaction: ‘Samhandling’ under risk. A step ahead of the unforeseen. Cappelen Damm Akademiske, pp 39–54, 2018), samhandling connotes interaction, collaboration, cooperation, and coordination in a single word. They argue that cross-professional samhandling by equal and complemental partners can lead to new insights for the unforeseen future. This chapter investigates perceptions of, and experiences with, samhandling concerning joint school-based Research-Practice Partnership (RPP). We draw on a Norwegian 5-year national initiative, “Lower-secondary schools in development” (UiU) (Utdanningsdirektoratet, 2012–2017), and examine how samhandling is promoted in relevant policy papers and how teachers and researchers who have participated in this project perceive samhandling concerning RPP. Partners’ perceptions of samhandling can affect their practices and praxis (Torgersen GE, Steiro T, Ledelse, samhandling og opplæring i fleksible organisasjoner : en menneskeliggjøring av styringssystemer. Læringsforl, Stjørdal, 2009a, Defining the term Samhandling. In: Torgersen GE (ed) Interaction: ‘Samhandling’ under risk. A step ahead of the unforeseen. Cappelen Damm Akademiske, pp 39–54, 2018). Our study shows that policy papers present a vague and somewhat conflicting understanding of what samhandling entails concerning RPP. Moreover, researchers and teachers in our study do not seem to have a mutual understanding of what samhandling entails. They also seem to have various perceptions of roles concerning processes of samhandling. We argue that partnerships under such terms might lead to tension and risk, which may widen the gap between stakeholders rather than decreasing it. Furthermore, there is a risk of missing opportunities to gain new insights and develop pedagogical practices to encounter unforeseen future challenges.KeywordsSamhandlingJoint school-based research-practice partnership (RPP)RiskThe unforeseeable future
This chapter is dedicated to an exploration of the connections between ignorance, possibility, and impossibility. While traditionally studies of ignorance have been firmly anchored in debates about knowledge (and the lack of knowledge), what I propose here is that this phenomenon is (also) essential for our engagement with the possible. The sociocultural theory of the possible claims that possibility emerges at the intersection between multiple perspectives that, in turn, build on differences of position within a shared social, material, cultural, and psychological space. Conversely, the impossible is concerned less with what cannot be actualized as much as with the singularity of perspectives and the negation of difference. The argument I develop is that ignorance plays a key role in both the dynamic of possibility and impossibility. More concretely, ignorance can keep us away from recognizing and embracing other perspectives, while it can also make us humble and curious about those perspectives and positions in the world that are inaccessible to us. I will take the case of the perspective of others, especially migrants and refugees, to illustrate a small typology including: default ignorance or the state of not being aware, on a daily basis, of perspectives different than our own; deliberate ignorance or the conscious decision not to engage with the perspective of specific others; masked ignorance or the assumption of understanding a perspective one has no understanding of; and wondrous ignorance or a state of complete openness to new perspective without the expectation of final or certain knowledge. In the end, the embodied and distributed nature of each of these forms of ignorance will be discussed in light of how they contribute to the (im)possibility of an authentic engagement with others and otherness.KeywordsIgnorancePossibilityImpossibilityWonderPerspectivePositionMigration
Auf den ersten Blick legt die Verbindung von strategischer Kommunikation und Gemeinwohl Skepsis nahe. Nicht nur erscheint strategische Kommunikation als Sachwalterin von Partikularinteressen geradezu unverträglich mit dem universalen Charakter des Gemeinwohls, unter den Bedingungen polykontextualer Gesellschaft ist letzteres gleich insgesamt fraglich geworden. Beide Probleme löst der Beitrag unter kritischer Bezugnahme auf den organisationstheoretischen Polyphonieansatz skandinavischer Prägung. Dabei nimmt er – um eine konsistente Differenzorientierung des Ansatzes zu gewährleisten – wichtige Revisionen vor: neben einer epistemologischen und normativen Korrektur steht eine – unvermeidbare Machteffekte und Ausschlüsse betonende – agonistische Interpretation von Polyphonie im Mittelpunkt. In begründeter Übertragung des präzisierten Polyphoniebegriffs auf die gesellschaftliche Makroebene wird Gemeinwohl als „umkämpftes Gemeinwohl“ (agonistisch – reflexiv – à venir) konzipiert. Vornehmliche Aufgabe dem Gemeinwohl verpflichteter strategischer Kommunikation ist es dabei, disparaten „Stimmen“ in Organisation wie Gesellschaft Gehör zu verschaffen – wobei sie stets diskursive Asymmetrien offenlegen und deren Überwindung anstreben sollte.
The clinical encounter begins with presentation of an illness experience; but throughout that encounter, something else is constructed from it – a symptom. The symptom is a particular interpretation of that experience, useful for certain purposes in particular contexts. The hermeneutics of medicine – the study of the interpretation of human experience in medical terms – has largely taken the process of symptom-construction to be transparent, focussing instead on how constellations of symptoms are interpreted as representative of particular conditions. This paper examines the hermeneutical activity of symptom-construction more closely. I propose a fourfold account of the clinical function of symptoms: as theoretical entities; as tools for communication; as guides to palliative intervention; and as candidates for medical explanation or intervention. I also highlight roles they might play in illness experience. I use this framework to discuss four potential failures of symptom-interpretation: failure of symptom-type and symptom-token recognition; loss of the complete picture of illness experience through overwhelming emphasis on its symptomatic interpretation; and intersubjective feedback effects of symptom description altering the ill person’s own perceptions of their phenomenal experience. I conclude with some suggestions of potential remedies for failures in the process of symptom-construction.
In Chinese Internet spaces, "fishing" is a form of non-literal communication that tries to lure or bait others. We conducted a case study of fishing on a Chinese Q&A platform in which we deconstructed the linguistic structure of the fishing language and identified its features by employing analysis techniques informed by Critical Discourse Analysis (CDA). Additionally, we examined the relationship between fishing practices and the specifics of the underlying communication platform. We found that fishing can be characterized as a reaction to rigid norms of politeness and friendliness imposed on users by platform owners. Our analysis reveals that fishing is organically connected with other social interaction within the community and facilitates autonomous and active negotiation of boundaries and linguistic norms for online discussion of controversial topics. We challenge the characterization of non-literal communication as "abnormal," and contribute a more refined understanding of online linguistic norms, community cohesion, and civil engagement.
In their article Little, Jordens, and Sayers developed the notion of “discourse communities”—as groups of people who share an ideology and common “language”—with the support of seminal ideas from M.M. Bakhtin. Such communities provide benefits although they may also impose constraints. An ethical community would open to others’ discourse and be committed to critique. Those commitments may counter the limitations of discourse communities. Since their paper was published in 2003, the notion of “discourse communities” has been widely adopted and applied in healthcare and beyond. Their ideas were influential in the founding of an ethics centre in Sydney and contributed to articulating the values which underpin this journal. This commentary notes that an ethical community is fragile in responding to current onslaughts on truth and meaning—potencies inherent in discourse communities. The essay takes Bakhtin’s ideas further to explore intrinsic forces at play in dialogue, language, and art. This leads to discussing the centrality of ethics in Bakhtin’s thought. For him, the essence of discourse is a dialogic exchange which comprises both art and ethics. It is art in that self and other are created in the exchange. It is ethical in that “I” am answerable to the other, as a phenomenological reality, in the moment of intersubjectivity.
Background
In participatory research approaches, co-researchers and university researchers aim to co-produce and disseminate knowledge across difference in order to contribute to social and practice change as well as research. The approaches often employ arts-based research methods to elicit experiential, embodied, affective, aesthetic ways of knowing. The use of arts-based research in co-production in participatory research is embedded in a contested discursive terrain. Here, it is embroiled in political struggles for legitimacy revolving around what counts as knowledge and whose knowledge counts.
Aims and objectives
The aim is to present and illustrate the use of a theoretical framework for analysing the complexities of co-production in the nexus between arts and research – with a focus on the overarching tension between cultivating the collaborative, creative process and producing specific research results. The article maps out the contested discursive terrain of arts-based co-production, and illustrates the use of the theoretical framework in analysis of a participatory research project about dance for people with Parkinson’s disease and their spouses.
Methods
The theoretical framework combines Bakhtin’s theory of dialogue, Foucault’s theory of power/knowledge and discourse, Wetherell’s theory of affect and emotion, and work in arts-based research on embodied, affective, aesthetic knowing.
Results
The analysis shows how arts-based processes of co-production elicit embodied, emotional, aesthetic knowing and with what consequences for the research-based knowledge and other outputs generated.
Discussion and conclusions
Trying to contribute to both research and practice entails navigating in a discursive terrain in which criteria for judging results, outputs and impact are often defined across conflicting discourses.
This chapter describes our journey of the previous 10 years or so in relation to how we moved from drawing on and relying on written text informed approaches to supplementing these where appropriate with non-text informed languages and knowledge in our student support. We describe how the theoretical underpinning of this came from the reading of works by writers such as Bakhtin, Voloshinov, Deleuze and Guattari, and Wittgenstein. We describe how we began to question the worth of the written text informed materials for particular subjects and students and how, once we had started this questioning, our new approaches were released and subsequently broke off in unexpected directions. This took us to places where we started exploring other approaches, using non-text based languages and methods alongside and in supplementation to written text based approaches.KeywordsRhizomeArborificationNon-text based languagesSubject focused approach
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