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Dialogic Learning : Shifting Perspectives to Learning, Instruction, and Teaching - Josephine A. van Linden

Dialogic Learning

Shifting Perspectives to Learning, Instruction, and Teaching

By: Josephine A. van Linden (Editor), Peter Renshaw (Editor)

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Published: 29th February 2004
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Contemporary researchers have analysed dialogue primarily in terms of instruction, conversation or inquiry. There is an irreducible tension when the terms 'dialogue' and 'instruction' are brought together, because the former implies an emergent process of give-and-take, whereas the latter implies a sequence of predetermined moves. It is argued that effective teachers have learned how to perform in this contradictory space to both follow and lead, to be both responsive and directive, to require both independence and receptiveness from learners. Instructional dialogue, therefore, is an artful performance rather than a prescribed technique. Dialogues also may be structured as conversations which function to build consensus, conformity to everyday ritualistic practices, and a sense of community. The dark side of the dialogic 'we' and the community formed around 'our' and 'us' is the inevitable boundary that excludes 'them' and 'theirs'. When dialogues are structured to build consensus and community, critical reflection on the bases of that consensus is required and vigilance to ensure that difference and diversity are not being excluded or assimilated (see Renshaw, 2002). Again it is argued that there is an irreducible tension here because understanding and appreciating diversity can be achieved only through engagement and living together in communities. Teachers who work to create such communities in their classrooms need to balance the need for common practices with the space to be different, resistant or challenging - again an artful performance that is difficult to articulate in terms of specific teaching techniques.

Dialogic teaching, learning and instruction: Theoretical roots and analytical frameworksp. 1
Dialogic learning in the multi-ethnic classroom: Cultural resources and modes of collaborationp. 17
Third space in cyberspace: Indigenous youth, new technologies and literaciesp. 45
Making sense through participation: Social differences in learning and identity developmentp. 63
Diverse voices, dialogue and intercultural learning in a second language classroomp. 87
Learning to plan: A study of reflexivity and discipline in modern pedagogyp. 109
Studying paper interaction from three perspectives: The example of collaborative concept learningp. 125
Working together on assignment: Multiple analysis of learning eventsp. 145
On participating in communities of practice: Cases from science classroomsp. 171
Dynamics of coordination in collaborationp. 191
The social regulation of cognition: From colour-identification in the Stroop Task to classroom performancesp. 217
Shared and unshared knowledge resources: The collaborative analysis of a classroom case by pre-service teachersp. 233
Epilogue: Notes on classroom practices, dialogicality, and the transformation of learningp. 251
Indexp. 261
Table of Contents provided by Blackwell. All Rights Reserved.

ISBN: 9781402019302
ISBN-10: 1402019300
Audience: Professional
Format: Hardcover
Language: English
Number Of Pages: 263
Published: 29th February 2004
Publisher: Springer-Verlag New York Inc.
Country of Publication: US
Dimensions (cm): 23.5 x 15.5  x 2.54
Weight (kg): 1.25