Bakhtin's Theory of Dialogue: A Construct for Pedagogy, Methodology and Analysis

Autor/in	Hamston, Julie
Titel	Bakhtin's Theory of Dialogue: A Construct for Pedagogy, Methodology and Analysis
Quelle	In: Australian Educational Researcher, 33 (2006) 1, S.55-74 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
Schlagwörter	Foreign Countries; Linguistic Theory; Students; Ethnicity; Discourse Analysis; Asian Studies; Educational Research; Racial Factors; Whites; Asian Culture; Minority Groups; Cultural Differences; Sociolinguistics; Language Usage; Nonverbal Communication; Language of Instruction; Teaching Methods; Australia + Suchen Sie Ihr Suchwort? Ausland; Linguistische Theorie; Student; Schüler; Schülerin; Studentin; Ethnizität; Diskursanalyse; Asia; Studies; Asienwissenschaft; Bildungsforschung; Pädagogische Forschung; White; Weißer; Ethnische Minderheit; Kultureller Unterschied; Soziolinguistik; Sprachgebrauch; Non-verbal communication; Nonverbale Kommunikation; Teaching language; Unterrichtssprache; Teaching method; Lehrmethode; Unterrichtsmethode; Australien
Abstract	This article describes the application of Bakhtin's (1981, 1986a,b) theorisation of language as dialogue to the study of young students' struggle with discourses of ethnicity within the context of a Studies of Asia curriculum project (Hamston 2003). Bakhtin's rich conceptualisation of the productive and ethical nature of dialogue has operated at all levels in this study as a theoretical, pedagogical, methodological and analytic research construct. It is hoped that the description of the research provided here contributes to the field of discourse-based research in several key ways. First and foremost, the model of dialogic pedagogy central to the research was informed by Bakhtin's (1981, 1986a,b) belief in the moral responsibility of language and thus resonated with the need in complex and changing global and local conditions for education as "good work" (Carlson 1997a,b, 2002, Gardner et al. 1999, Luke & Carpenter 2003, Willinsky, 1998). As researcher/teacher in this study, I situated at the centre of the research the kinds of questions that relate to what Weis and Fine (2003) define as issues of power, privilege, standpoint, knowledge and difference. Secondly, the dialogic nature of the data collected over time allowed for a nuanced and complex portrait of the key research participants' "ideological becoming" (Bakhtin 1981) and brought to the fore the different social "voices" that they chose to speak through. Finally, the location of discourses in the students' spoken and embodied language through a fine-grained linguistic analysis resonated with Bakhtin's (1986a) call for a profound understanding of language. (Contains 3 endnotes.) (Author).
Anmerkungen	Australian Association for Research in Education (AARE). P.O. Box 71, Coldstream, Victoria 3770, Australia. Tel: +61 03 59 649 031; Fax: +61 03 59 649 586; e-mail: aare@aare.edu.au; Web site: http://www.aare.edu.au/aer/contents.htm.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10