Dialogic Learning

Peter Renshaw

ISBN 10: 1402019300 / ISBN 13: 9781402019302

Editore: Springer Netherlands, Springer Netherlands Feb 2004, 2004

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This item is printed on demand - Print on Demand Titel. Neuware -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.Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg 276 pp. Englisch.

Codice articolo 9781402019302

Dati bibliografici

• Titolo: Dialogic Learning
• Editore: Springer Netherlands, Springer Netherlands Feb 2004
• Data di pubblicazione: 2004
• Lingua: Inglese
• ISBN 10: 1402019300
• ISBN 13: 9781402019302
• Rilegatura: Buch
• Condizione: Neu
• Dimensioni: 241 L x 160 A x 20 P (millimetri) 241 millimetri di larghezza per 160 millimetri di altezza per 20 millimetri di profondità
• Peso: 582 grammi

Descrizione articolo

Riassunto

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.

Contenuti

Introduction

Dialogic teaching, learning and instruction: Theoretical roots and analytical frameworks; Peter D. Renshaw

Part I: Dialogic Learning: Culture And Identity
Dialogic learning in the multi-ethnic classroom: Cultural resources and modes of collaboration; Ed Elbers and Mariëtte de Haan
Third space in cyberspace: Indigenous youth, new technologies and literacies; Cushla Kapitzke and Peter D. Renshaw
Making sense through participation: Social differences in learning and identity development; Geert ten Dam, Monique Volman and Wim Wardekker
Diverse voices, dialogue and intercultural learning in a second language classroom; Elizabeth Hirst and Peter D. Renshaw
Learning to plan: A study of reflexivity and discipline in modern pedagogy; Kerstin Bergqvist and Roger Säljö

Part II: Dialogic Learning: Multiple Perspectives On The Social Construction Of Knowledge
Studying peer interaction from three perspectives: The example of collaborative concept learning; Carla van Boxtel
Working together on assignments: Multiple analysis of learning events; Rijkje Dekker, Marianne Elshout-Mohr and Terry Wood
On participating in communities of practice: Cases from science classrooms; Sinikka Kaartinen and Kristiina Kumpulainen
Dynamics of coordination in collaboration; Gijsbert Erkens
The social regulation of cognition: From colour identification in the Stroop Task to classroom performances; Pascal Hugliet, Jean-Marc Monteil and Florence Dumas
Shared and unshared knowledge resources: The collaborative analysis of a classroom case by pre-service teachers; Angela M. O’Donnell

Epilogue
Notes on classroom practices, dialogicality, and the transformation of learning; Roger Säljö
Index