Advertisement

Chapter 2.1: What Is Bakhtinian Pedagogy for the Interviewed Bakhtinian Educators?

  • Eugene MatusovEmail author
  • Ana Marjanovic-Shane
  • Mikhail Gradovski
Chapter

Abstract

In this chapter we abstract and analyze diverse ways in which 14 (we analyzed the teaching Case#7 by One-who-withdrew Bakhtinian educator, but excluded its analysis from our report in the book on the educator’s request) self-identified Bakhtinian educators, including Mikhail Bakhtin himself, and define Bakhtinian pedagogy and tensions among them. In abstracting the tensions, we were guided by the contextual “Grounded Theory approach” (Glaser & Strauss, 1967). We tried to make sense of emergent tensions, which attracted our attention, by using both existing and our new theoretical conceptualization by questioning, testing, deepening, and critically analyzing the meanings of our interpretations that we offer to the readers for their own dialogic analysis. We suspect that other scholars and educators would probably be attracted to different tensions relevant to them, since we always study the experiential relationship between observed teaching cases and our own experiences, struggles, and ideas.

References

  1. Bakhtin, M. M. (1986). Speech genres and other late essays. Austin, TX: University of Texas Press.Google Scholar
  2. Bakhtin, M. M. (1991). The dialogic imagination: Four essays by M. M. Bakhtin (C. Emerson & M. Holquist, Trans.). Austin, TX: University of Texas Press.Google Scholar
  3. Bakhtin, M. M. (1999). Problems of Dostoevsky’s poetics. Minneapolis, MN: University of Minnesota Press.Google Scholar
  4. Bakhtin, M. M. (2004). Dialogic origin and dialogic pedagogy of grammar: Stylistics in teaching Russian language in secondary school. Journal of Russian & East European Psychology, 42(6), 12–49.CrossRefGoogle Scholar
  5. Bertau, M.-C. (2014). Introduction: The self within the space—time of language performance. Theory & Psychology, 4, 433–441.CrossRefGoogle Scholar
  6. Biesta, G. (2017). The rediscovery of teaching. New York, NY: Routledge, Taylor & Francis Group.CrossRefGoogle Scholar
  7. Buber, M. (2000). I and Thou (R. G. Smith, Trans., 1st Scribner Classics ed.). New York: Scribner.Google Scholar
  8. Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago, IL: Aldine.Google Scholar
  9. Illich, I. (1973). Tools for conviviality (1st ed.). New York, NY: Harper & Row.Google Scholar
  10. Kennedy, M. M. (2005). Inside teaching: How classroom life undermines reform. Cambridge, MA: Harvard University Press.CrossRefGoogle Scholar
  11. Lobok, A. M. (2014). Education/obrazovanie as an experience of an encounter. Dialogic Pedagogy: An International Online Journal, 2, S1–S5. http://dpj.pitt.edu/ojs/index.php/dpj1/article/view/84.  https://doi.org/10.5195/dpj.2014.84CrossRefGoogle Scholar
  12. Matusov, E. (2009). Journey into dialogic pedagogy. Hauppauge, NY: Nova Science Publishers.Google Scholar
  13. Matusov, E. (2011a). Authorial teaching and learning. In E. J. White & M. Peters (Eds.), Bakhtinian pedagogy: Opportunities and challenges for research, policy and practice in education across the globe (pp. 21–46). New York, NY: Peter Lang Publishers.Google Scholar
  14. Matusov, E. (2011b). Irreconcilable differences in Vygotsky’s and Bakhtin’s approaches to the social and the individual: An educational perspective. Culture & Psychology, 17(1), 99–119.CrossRefGoogle Scholar
  15. Matusov, E. (2015). Chronotopes in education: Conventional and dialogic. Dialogic Pedagogy: An International Online Journal, 3, A65–A97.  https://doi.org/10.5195/dpj.2015.107CrossRefGoogle Scholar
  16. Matusov, E. (2018). Mapping dialogic pedagogy: Instrumental and non-instrumental education. In A. Rosa & J. Valsiner (Eds.), The Cambridge handbook of sociocultural psychology (2nd ed., pp. 274–301). Cambridge, UK: Cambridge University Press.CrossRefGoogle Scholar
  17. Matusov, E., Baker, D., Fan, Y., Choi, H. J., & Hampel, R. L. (2017). Magic learning pill: Ontological and instrumental learning in order to speed up education. Integrative Psychological and Behavioral Science, 51(3), 456–476.  https://doi.org/10.1007/s12124-017-9384-8CrossRefGoogle Scholar
  18. Matusov, E., & Brobst, J. (2013). Radical experiment in dialogic pedagogy in higher education and its centaur failure: Chronotopic analysis. Hauppauge, NY: Nova Science Publishers.Google Scholar
  19. Matusov, E., & Marjanovic-Shane, A. (2015). Typology of critical dialogue and power relations in Democratic Dialogic Education. In K. Jezierska & L. Koczanowicz (Eds.), Democracy in dialogue, dialogue in democracy (pp. 211–229). Farnham, UK: Ashgate Publishing.Google Scholar
  20. Matusov, E., & Miyazaki, K. (2014). Dialogue on dialogic pedagogy. Dialogic Pedagogy: An International Online Journal, 2, SI:ddp-1–SI:ddp-47.  https://doi.org/10.5195/dpj.2014.121CrossRefGoogle Scholar
  21. Matusov, E., & Sullivan, P. (2019, submitted). Pedagogical violence. Integrative Psychological and Behavioral ScienceGoogle Scholar
  22. Matusov, E., & von Duyke, K. (2010). Bakhtin’s notion of the Internally Persuasive Discourse in education: Internal to what? (A case of discussion of issues of foul language in teacher education). In K. Junefelt & P. Nordin (Eds.), Proceedings from the Second International Interdisciplinary Conference on Perspectives and Limits of Dialogism in Mikhail Bakhtin Stockholm University, Sweden. June 3–5, 2009 (pp. 174–199). Stockholm, Sweden: Stockholm University.Google Scholar
  23. Matusov, E., von Duyke, K., & Han, S. (2012). Community of learners: Ontological and non-ontological projects. Outlines: Critical Social Studies, 14(1), 41–72.Google Scholar
  24. Miyazaki, K. (2009). Teacher as the author of polyphonic novel: Bakhtinian analysis of a Japanese view on dialogic education. In Paper presented at the 2nd International Interdisciplinary Conference on Perspectives and Limits of Dialogism in Mikhail Bakhtin. Stockholm, Sweden: Stockholm University.Google Scholar
  25. Nikulin, D. V. (2006). On dialogue. Lanham, MD: Lexington Books.Google Scholar
  26. Nikulin, D. V. (2010). Dialectic and dialogue. Stanford, CA: Stanford University Press.Google Scholar
  27. Plato, & Bluck, R. S. (1961). Meno. Cambridge, UK: Cambridge University Press.Google Scholar
  28. Plato, & Riddell, J. (1973). The apology of Plato, with a revised text and English notes, and a digest of Platonic idioms. New York, NY: Arno Press.Google Scholar
  29. Sánta, F. (1986). The fifth seal: A novel (A. Tezla, Trans.). Budapest, Hungary: Corvina.Google Scholar
  30. Sidorkin, A. M. (1999). Beyond discourse: Education, the self, and dialogue. Albany, NY: State University of New York Press.Google Scholar
  31. Sidorkin, A. M. (2004). Relations are relational: Toward an economic anthropology of schooling. In C. W. Bingham & A. M. Sidorkin (Eds.), No education without relation (pp. 55–69). New York, NY: Peter Lang.Google Scholar
  32. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.Google Scholar

Copyright information

© The Author(s) 2019

Authors and Affiliations

  • Eugene Matusov
    • 1
    Email author
  • Ana Marjanovic-Shane
    • 2
  • Mikhail Gradovski
    • 3
  1. 1.School of EducationUniversity of DelawareNewarkUSA
  2. 2.Independent ScholarPhiladelphiaUSA
  3. 3.University of StavangerStavangerNorway

Personalised recommendations