Introducing Dialogic Pedagogy
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Introducing Dialogic Pedagogy
Introducing Dialogic Pedagogy presents some of the ideas of Russian philosopher Mikhail Bakhtin concerning dialogism in a way that will engage and inspire those studying early childhood education. By translating the growing body of dialogic scholarship into a practical application of teaching and learning with very young children, this book provides readers with alternative ways of examining, engaging and reflecting on practice in the early years to provoke new ways of understanding and enacting pedagogy. This text combines important theoretical ideas with a practical application to support practitioners who are keen to promote creativity and agency through ethical self-other relations. It provides unique insights into the amazing world of the youngest child, and offers enriched understandings of the profound impact of adults in their journey of becoming (or bildung). Key points covered include: Investigating dialogic philosophy and its application to early childhood education, with an emphasis on notions of justice, democracy, ethics and answerability Considering the relationship between dialogism and pedagogical approaches Theorising a range of approaches to relevant early childhood practice, as pedagogy This accessible and readable guide offers sound theoretical principles with practical suggestions for early years’ settings. The book is supplemented by an extensive online video resource website that will bring these revolutionary ideas to life. .
Dialogic Pedagogy
Author: David Skidmore
language: en
Publisher: Multilingual Matters
Release Date: 2016-08-18
This book provides a wide-ranging and in-depth theoretical perspective on dialogue in teaching. It explores the philosophy of dialogism as a social theory of language and explains its importance in teaching and learning. Departing from the more traditional teacher-led mode of teacher–student communication, the dialogic approach is more egalitarian and focuses on the discourse exchange between the parties. Authors explore connections between dialogic pedagogy and sociocultural learning theory, and argue that dialogic interaction between teacher and learners is vital if instruction is to lead to cognitive development. The book also presents prosody as a critical resource for understanding between teachers and students, and includes some of the first empirical studies of speech prosody in classroom discourse.
Dialogic Pedagogy
Taking a dialogic approach, this edited book engages in analysis and description of dialogic discourse in a number of different educational contexts, from early childhood to tertiary, with an international team of contributors from Australia, Finland, New Zealand and the United Kingdom. The chapters focus mostly on dialogic face-to-face discourse, with some examples of online interactions, and feature insights from educational linguistics, particularly the work of Michael Halliday. While the contributors come from a range of theoretical backgrounds, they all share an interest in language in use and engage in close analysis of transcripts of naturally-occurring interaction. Taking inspiration from Alexander and other theorists, they employ a fine-grained and analytic approach to the exploration of their data. The authors make use of the linguistic tools and models of language in society, in order to examine the turn-by-turn unfolding of the interaction. The authors relate their insights from disparate forms of linguistic analysis to elements of Alexander’s (2020) dialogic framework, situating the discourse in its contexts and discussing the pedagogical implications of the linguistic choices at play. In presenting this work from a range of situations and perspectives, the authors strive to demonstrate how dialogic discourse plays out in educational contexts across the world. The book aims to foster further research in this direction and to inspire educators to explore dialogic discourse for themselves. It will be of interest to a wide audience, including literacy researchers, linguists, teachers and teacher educators, as well as graduate students.