The Limits of Dialogue among Teachers from Different National Contexts

Autor/in	Shim, Jenna Min
Titel	The Limits of Dialogue among Teachers from Different National Contexts
Quelle	In: International Journal of Progressive Education, 11 (2015) 1, S.28-40 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-5210
Schlagwörter	Intercultural Communication; Dialogs (Language); Asians; Whites; Secondary School Teachers; Language Teachers; Second Language Instruction; Foreign Countries; Cultural Background; Cultural Influences; African American Teachers; Teacher Attitudes; Discourse Analysis; China; South Korea; United States + Suchen Sie Ihr Suchwort? Interkulturelle Kommunikation; Dialog; Dialogs; Dialogue; Dialogues; Asian; Asiat; Asiatin; Asiaten; Asiate; White; Weißer; Language teacher; Sprachunterricht; Fremdsprachenunterricht; Ausland; Cultural influence; Kultureinfluss; African Americans; Teacher; Teachers; Afroamerikaner; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Diskursanalyse; Korea; Republik; USA
Abstract	In this study, the author investigates the dynamics of dialogue among teachers in different national contexts based on their responses to different cultural practices. Employing Pierre Bourdieu's sociological theory of practice and his concept of habitus, the author shows that, as the teachers' responses are not entirely context-specific, they are not autonomous either. In the final section, the author discusses the importance of attending to limits and barriers of dialogue across differences. Moreover, she further posits that recognizing the difficulties involved in productive dialogue is essential for achieving the transformative educational goals that promote a less dominating and less hierarchical approach. The assumptions implicit in this work are that the scholars and practitioners from diverse backgrounds bring unique perspectives to teaching and learning; and, therefore, productive dialogues among teachers from various backgrounds can open up a generative space that enables the active co-construction of new perspectives. (As Provided).
Anmerkungen	International Association of Educators. Egitim Fakultesi Dekanligi, Canakkale Onsekiz Mart University, Canakkale 17100, Turkey. e-mail: secretary@inased.org; Web site: http://www.inased.org/ijpe.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01