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020 _a9781137580573
024 7 _a10.1057/978-1-137-58057-3
_2doi
040 _cМУБИС
050 4 _aLC8-6691
072 7 _aJNA
_2bicssc
072 7 _aEDU040000
_2bisacsh
072 7 _aJNA
_2thema
082 0 4 _a370.1
_223
100 1 _aMatusov, Eugene.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
245 1 0 _aDialogic Pedagogy and Polyphonic Research Art
_h[electronic resource] :
_bBakhtin by and for Educators /
_cby Eugene Matusov, Ana Marjanovic-Shane, Mikhail Gradovski.
250 _a1st ed. 2019.
264 1 _aNew York :
_bPalgrave Macmillan US :
_bImprint: Palgrave Macmillan,
_c2019.
300 _aVIII, 326 p. 1 illus.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
505 0 _aIntroduction: Inspired by Bakhtin—The Aim, Focus, and History Behind This Research Project -- Part I Teaching Cases and Their Online Discussion -- Chapter 1.1: Two Teaching Cases with Online Forum Discussions -- Chapter 1.2: Standalone Teaching Cases -- Part II Analyses of Teaching Cases: Issues in Bakhtinian Pedagogy -- Chapter 2.1: What Is Bakhtinian Pedagogy for the Interviewed Bakhtinian Educators? -- Chapter 2.2: Ontological Engagement -- Chapter 2.3: The Educational Vortex in Bakhtinian Pedagogy -- Chapter 2.4: Teacher–Student Power Relations in Bakhtinian Pedagogy -- Chapter 2.5: Bakhtinian Pedagogy in Conventional Educational Institutions -- Part III Dialogic Research Art -- Chapter 3.1: Introducing Dialogic Research Art -- Chapter 3.2: Dialogic and Positivist Research in the Social Sciences -- Chapter 3.3: Summarizing Contrasts and Boundaries Between Positivist and Dialogic Research -- Part IV Conclusion: Lessons, Regrets, and Hopes -- Chapter 4.1: Lessons We Learned About Bakhtinian Pedagogy -- Chapter 4.2: Regrets About Our Polyphonic Dialogic Research -- Chapter 4.3: Hopes About the Future of Bakhtinian Pedagogy and Dialogic Research -- Chapter 4.4: Project Participants’ Holistic Judgments About the Book.
520 _aThis book presents voices of educators describing their pedagogical practices inspired by the ethical ontological dialogism of Mikhail M. Bakhtin. It is a book of educational practitioners, by educational practitioners, and primarily for educational practitioners. The authors provide a dialogic analysis of teaching events in Bakhtin-inspired classrooms and emerging issues, including: prevailing educational relationships of power, desires to create a so-called educational vortex in which all students can experience ontological engagement, and struggles of innovative pedagogy in conventional educational institutions. Matusov, Marjanovic-Shane, and Gradovski define a dialogic research art, in which the original pedagogical dialogues are approached through continuing dialogues about the original issues, and where the researchers enter into them with their mind and heart.
650 0 _aEducation—Philosophy.
650 0 _aTeaching.
650 0 _aPhilosophy and social sciences.
650 1 4 _aEducational Philosophy.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O38000
650 2 4 _aTeaching and Teacher Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O31000
650 2 4 _aPhilosophy of Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/E25000
700 1 _aMarjanovic-Shane, Ana.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
700 1 _aGradovski, Mikhail.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9781137580566
776 0 8 _iPrinted edition:
_z9781349941018
776 0 8 _iPrinted edition:
_z9781349941025
856 4 0 _uhttps://doi.org/10.1057/978-1-137-58057-3
942 _2ddc
_cEBOOK