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Avoiding Dialogues of Non-Discovery through Promoting Dialogues of Discovery. 通过促进发现对话来避免非发现对话。
IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2015-03-09 DOI: 10.5195/DPJ.2015.101
Kendall Richards, Nick Pilcher
International students and direct entrants—those entering a higher year of a degree—often come from socio-economic or cultural backgrounds different from traditional students, and have different educational backgrounds. It is assumed such students need help with unfamiliar assessment tasks such as essays, reports, and so on, and many sources aim to help with these elements. Further assumptions are that dialogue helps, and that the words used in such dialogue will be understood similarly. Yet, if the assumed meanings of the words actually differ, then such dialogue is based on a false assumption; rather than genuine dialogue, what actually occurs is an exchange of monologic utterances. This article is a structured narrative of our ongoing research into how key assessment task words such as ‘discuss,’ ‘analyse,’ and ‘critically evaluate’ are understood differently in higher education. We describe how such differences are perpetuated through Martin Buber’s (1947) ideas of monologic utterances, and what we call ‘dialogues of non-discovery’. Here we detail a research-based approach to promote genuine and technical dialogue: what we call ‘dialogues of discovery.’ We first introduce a dialogue that led to the genesis of the study and theoretical context of our dialogues with the literature. We then detail our methods of data collection in a section of ‘dialogues of exploration’. We present our findings in the form of categorizations of the different elements underpinning people’s understandings of ‘the word.’ Our own categorizations of these elements encourage dialogue around the elements of language, culture, stakeholder, subject, weight, and development over time. This is an approach we term an ‘anti-glossary approach’ in that it is opposite to, and against, ‘fixing’ or ‘ossifying’ the language in a glossary. In the Bakhtinian tradition of ‘incompletedness,’ we conclude by encouraging readers to take and adapt our findings as an ‘anti-glossary’ approach to engage in genuine and technical dialogue with their students. In this way, we believe the quality and depth of student work can improve.
国际学生和直接入学的学生——那些进入更高一年学位的人——通常来自不同于传统学生的社会经济或文化背景,并且有不同的教育背景。假设这些学生需要帮助完成不熟悉的评估任务,如论文、报告等,并且许多资源旨在帮助这些元素。进一步的假设是,对话是有帮助的,在这种对话中使用的词语将被类似地理解。然而,如果假设的词的意思实际上不同,那么这种对话是基于错误的假设;而不是真正的对话,实际上发生的是一种独白的交流。本文结构化地叙述了我们正在进行的一项研究,即如何在高等教育中以不同的方式理解“讨论”、“分析”和“批判性评估”等关键评估任务词汇。我们描述了这种差异是如何通过马丁·布伯(1947)的单一话语的思想,以及我们所谓的“非发现对话”而得以延续的。在这里,我们详细介绍了一种基于研究的方法来促进真正的技术对话:我们称之为“发现对话”。“我们首先介绍了一段对话,这段对话导致了研究的起源,以及我们与文学对话的理论背景。然后,我们在“探索对话”部分详细介绍了我们的数据收集方法。我们将支持人们对“这个词”的理解的不同因素进行分类,并以此形式呈现我们的发现。“我们自己对这些元素的分类鼓励围绕语言、文化、利益相关者、主题、重量和发展等元素进行对话。这是一种我们称之为“反词汇方法”的方法,因为它与“固定”或“僵化”词汇表中的语言相反。在巴赫蒂尼的“不完整”传统中,我们鼓励读者采取并适应我们的发现,作为一种“反词汇表”的方法,与他们的学生进行真诚和技术性的对话。通过这种方式,我们相信学生作业的质量和深度可以得到提高。
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引用次数: 3
Dialogic Multicultural Education Theory and Praxis: Dialogue and the Problems of Multicultural Education in a Pluralistic Society 对话式多元文化教育理论与实践:多元社会中多元文化教育的对话与问题
IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2015-01-08 DOI: 10.5195/DPJ.2015.71
Nermine Abd Elkader
The purpose of this theoretical article is to highlight the role that dialogic pedagogy can play in critical multicultural education for pre-service teachers. The article starts by discussing the problematic that critical multicultural education poses in a democratic society that claims freedom of speech and freedom of expression as a basic tenet of democracy. Through investigating research findings in the field of critical multicultural education in higher education, the author argues that many of the educational approaches-including the ones that claim dialogue to be their main instructional tool- could be described as undemocratic, and thus have done more harm than good for the multicultural objectives. On the other hand, the author argues that dialogic pedagogy could be a better approach for critical multicultural education as it promises many opportunities for learning that do not violate the students’ rights of freedom of expression and freedom of association. Throughout this paper, the author tries to clarify the difference between dialogic pedagogy and other conceptualizations of dialogue in critical multicultural education arguing for the better suitability of dialogic pedagogy for providing a safer learning environment that encompasses differing and at times conflicting voices.
这篇理论文章的目的是强调对话教学法在职前教师批判性多元文化教育中的作用。文章首先讨论了在一个主张言论自由和表达自由为民主基本原则的民主社会中,批判性多元文化教育所带来的问题。通过调查高等教育中批判性多元文化教育领域的研究成果,作者认为,许多教育方法——包括那些声称对话是其主要教学工具的方法——可以被描述为不民主的,因此对多元文化目标弊大于利。另一方面,作者认为,对话教学法可能是一种更好的批判性多元文化教育方法,因为它提供了许多学习机会,而不侵犯学生的言论自由和结社自由的权利。在本文中,作者试图澄清对话教学法与多元文化批判性教育中其他对话概念之间的区别,认为对话教学法更适合于提供一个更安全的学习环境,包括不同的、有时相互冲突的声音。
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引用次数: 7
Developing a model of pedagogical content knowledge for secondary and post-secondary mathematics instruction 为中学及大专数学教学发展教学内容知识模式
IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2014-07-01 DOI: 10.5195/DPJ.2014.40
Shandy Hauk, Allison F. Toney, Billy J. Jackson, R. Nair, J. Tsay
The accepted framing of mathematics pedagogical content knowledge (PCK) as part of mathematical knowledge for teaching has centered on the question: What mathematical reasoning, insight, understanding, and skills are required for a person to teach elementary mathematics? Many have worked to address this question in K-8 teaching. Yet, there remains a call for examples and theory in the context of teachers with greater mathematical preparation and older students with varied and complex experiences in learning mathematics. In this theory development report we offer background and examples for an extended model of PCK – as the interplay among conceptually-rich mathematical understandings, experience in and of teaching, and multiple culturally-mediated classroom interactions.
作为数学教学知识的一部分,数学教学内容知识(PCK)的公认框架集中在这样一个问题上:教初等数学需要什么样的数学推理、洞察力、理解力和技能?许多人在K-8教学中努力解决这个问题。然而,在数学准备程度较高的教师和具有各种复杂数学学习经验的年龄较大的学生的背景下,仍然需要实例和理论。在这篇理论发展报告中,我们为PCK的扩展模型提供了背景和例子-作为概念丰富的数学理解,教学经验和多种文化介导的课堂互动之间的相互作用。
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引用次数: 29
Dialogue on ‘Dialogic Education’: Has Rupert gone over to ‘the Dark Side’? 关于“对话教育”的对话:鲁伯特是否已经转向了“黑暗面”?
IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2014-02-19 DOI: 10.5195/DPJ.2014.78
E. Matusov, R. Wegerif
This email dialogue that we record and report here between Eugene Matusov and Rupert Wegerif, exemplifies Internet mediated dialogic education. When Eugene emailed Rupert with his initial (mis)understanding of Rupert's position about dialogic pedagogy Rupert felt really motivated to reply. Rupert was not simply motivated to refute Eugene and assert his correctness, although Rupert is sure such elements enter into every dialogue, but also to explore and to try to resolve the issues ignited by the talk in New Zealand. Through this extended dialogue Rupert's and Eugene's positions become more nuanced and focussed. Rupert brings out his concern with the long-term and collective nature of some dialogues claiming that the – "dialogue of humanity that education serves is bigger than the interests of particular students and particular teachers.…" – and so he argues that it is often reasonable to induct students into the dialogue so far so that they can participate fully. On the other hand, Eugene's view of dialogue seems more focussed on personal responsibility, particular individual desires, interests and positions, individual agency and answering the final ethical "damned questions" without an alibi-in-being.  Rupert claims that dialogic education is education FOR dialogue and Eugene claims that dialogic education is education AS dialogue. Both believe in education THROUGH dialogue but education through dialogue is not in itself dialogic education. For Rupert dialogic education can include ‘scaffolding’ for full participation in dialogue as long as dialogue is the aim. For Eugene dialogic education has to be a genuine dialogue and this means that a curriculum goal cannot be specified in advance because learning in a dialogue is always emergent and unpredictable. Our dialogue-disagreement is a relational and discursive experiment to develop a new genre of academic critical dialogue. The dialogue itself called to us and motivated us and flowed through us. This dialogue is much bigger than us. It participates in a dialogue that humanity has been having about education for thousands of years. We hope that it also engages you and calls you to respond.
我们在这里记录和报道的尤金·马图索夫和鲁珀特·韦格里夫之间的电子邮件对话,是互联网媒介对话教育的典范。当尤金给鲁珀特发邮件,表达了他对鲁珀特关于对话教学法立场的初步(错误)理解时,鲁珀特感到很有动力去回复。鲁珀特的动机不仅仅是反驳尤金并断言他的正确性,尽管鲁珀特确信这些元素会进入每一次对话,但也是为了探索并试图解决新西兰谈话引发的问题。通过这个扩展的对话,鲁伯特和尤金的立场变得更加微妙和集中。鲁珀特对某些对话的长期性和集体性提出了关注,认为教育服务的“人类对话”大于特定学生和特定教师的利益。……”——因此他认为,到目前为止,引导学生参与对话通常是合理的,这样他们才能充分参与。另一方面,尤金的对话观似乎更侧重于个人责任、个人特定的欲望、利益和立场、个人能动性,以及在没有存在借口的情况下回答最终的伦理“该死的问题”。鲁珀特认为对话教育是为了对话而教育,尤金认为对话教育是作为对话的教育。双方都相信对话教育,但对话教育本身并不是对话教育。对鲁珀特来说,只要对话是目的,对话教育可以包括让学生充分参与对话的“脚手架”。对尤金来说,对话教育必须是一种真正的对话,这意味着课程目标不能事先规定,因为对话中的学习总是突发的和不可预测的。我们的对话-分歧是一个关系和话语实验,以发展一种新的学术批评对话类型。对话本身呼唤着我们,激励着我们,贯穿着我们。这场对话的意义远不止于我们。它参与了人类几千年来关于教育的对话。我们希望它也吸引你,并呼吁你作出回应。
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引用次数: 17
An Integrated Theory of Thinking and Speaking that Draws on Vygotsky and Bakhtin/Vološinov 维果茨基与巴赫金的思维与说话的综合理论/Vološinov
IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2013-10-01 DOI: 10.5195/DPJ.2013.20
Wolff‐Michael Roth
Vygotsky’s social-psychological theory of human development and Bakhtin/Volosinov’s theory of language and the dialogical nature of thought have received increasing interest in the educational research literature but tend to remain unrelated even where co-citation occurs. In this article, I first present a model that integrates the fundamentally common features in the two approaches and present a table with the correspondences of the theoretical terms across four European languages; the model thereby integrates the psychological and sociological dimensions at the heart of the two approaches. I then articulate and elaborate on six main issues that are relevant to and have implications for research: (a) sensual life as integrative unit, (b) self-movement and development, (c) the nested relations between activity and living utterance, (d) signification, (e) vernacular as the origin and locus of development, and (f) unit analysis.
维果茨基关于人类发展的社会心理学理论和巴赫金/沃洛西诺夫关于语言和思想的对话本质的理论在教育研究文献中引起了越来越多的兴趣,但即使在共引发生的地方,它们也往往保持不相关。在本文中,我首先提出了一个模型,该模型集成了这两种方法的基本共同特征,并提供了一个表,其中包含了四种欧洲语言中理论术语的对应关系;因此,该模型将心理学和社会学维度作为这两种方法的核心。然后,我阐明并阐述了与研究相关并对研究有影响的六个主要问题:(a)作为综合单位的感官生活,(b)自我运动和发展,(c)活动与生活话语之间的嵌套关系,(d)意义,(e)作为起源和发展轨迹的白话,以及(f)单位分析。
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引用次数: 24
Wegerif's 21st century advance on dialogic space 韦格里夫在21世纪对对话空间的研究进展
IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2013-02-10 DOI: 10.5195/DPJ.2013.15
E. White
Book review for Dialogic Pedagogy Journal: Wegerif, R. (2013). Dialogic: Education for the Internet age, London Routledge
《对话教学法杂志》书评:Wegerif, R.(2013)。对话:互联网时代的教育,伦敦劳特利奇
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引用次数: 1
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Dialogic Pedagogy
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