Dialogic Learning teaching and instruction: Theoretical roots and analytical frameworks
This chapter provides an analysis of the construct of ‘dialogue’ in order to frame the contributions of the various authors and research traditions represented in this volume. This volume brings together one group of researchers whose primary interest is in the ‘dialogue’ between speaking and thinking, between the social and the individual, between the public distributed performance of dialogue and the private appropriation of dialogue for individual reflection. It also brings together researchers whose primary interest is in the micro-macro interface that links specific moments of dialogue between participants to how those participants are situated and constituted by different histories and cultures. ‘Dialogue’ as a construct looks both ways—towards individual processes of thinking and reflection, as well as towards the constitution of cultural practices and communities at particular historical moments.
Dialogic learning: Shifting perspectives to learning, instruction, and teaching
© 2004 Springer www.springer.com