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This article adopts a Bakhtinian understanding of dialogue to explore the affordances of virtual book clubs, and how they can foster dialogues and encourage dialogic thinking in students. Drawing on a qualitative case study of 11-year-old students participating in an online book club, we explore how digital book clubs open dialogic spaces for students to build on discussions of texts. Readers learn to read beyond the text by becoming more aware of the text and other readers, and also learn collaboratively by building on each other's responses and being exposed to different perspectives and ideas. We demonstrate how online spaces such as virtual book clubs can enhance students' reading engagement and open dialogic spaces for the different exchanges they have with others. Implications for using online book clubs for offering students opportunities to read and think critical and collaborative learning are discussed. [ABSTRACT FROM AUTHOR]

Purpose: This article aims to identify the difficulties encountered by accountants for carrying out research that subverts the accounting paradigmatic domination patterns. Method: The theoretical concepts of field, habitus and capital by Pierre Bourdieu are applied in the study. Under the methodological aspect, a critical interpretative approach is used, and qualitative approach through the application of an in-depth interview with a relevant non-mainstream researcher in the area. To analyze the narrative, dialogical discourse analysis in the Bakhtinian perspective was used. Results: The study reveals several difficulties faced by the interviewee, both in the academic relationship with professors and with postgraduate colleagues, namely for not using the mainstream paradigm in her research. The evidence demonstrates the existence of obstacles to the dissemination of their research in congresses and in journals in the area, which sometimes did not even receive opinions. The researcher's difficulties in obtaining funding for her studies are also highlighted, under the justification that the non-mainstream research developed by her is not an accounting study. Such difficulties, addressed in the text, reinforce the situation of domination in the field of accounting research, guided by the functionalist and positivist paradigm, as well as highlighting the effort to maintain the status quo on the part of those who are in a position of domination in the field. Contributions: In addition to the methodological proposal that subverts the predominant paradigm in accounting research, the discussions in the present study can contribute to formulate new understandings. It is a way to overcome difficulties by exposing how thinking, and actions, linked to the mainstream reproduce prejudices. The study denounces how the accounting mainstream tries to make invisible perspectives that seek to expand the theoretical and methodological horizon of accounting research. [ABSTRACT FROM AUTHOR]

The article presents a form of collective autoethnography generated by members of an informal group of academics called The Autonomous Autoethnographic Collective. The leading idea we relate to is "reverberations" of multidimensional experiences of war in Ukraine that started on February 24, 2022. The aim of the text is to show the multiple perceptual views experienced by people situated in a borderline situation. Uncertainty of tomorrow, prolonged fear for one's own life and that of his or her loved ones, and an attempt to survive in an environment exposed to a "constant fire" are aspects of both wartime feelings and—indicated by them—reflexive thinking. Adopting a dual perspective of the immersion in experience as lived and then analyzing it in the process of collectively shared knowledge is treated as method of inquiry. Life in the shadow of war leads to a variant of autoethnography that is subject to the principle of "reversed order," and as such it manifests itself in the creation of "dispersed" composition. Based on the dialogic tradition (Bakhtin's polyphonic voices), "reverberations" of war are expressed in an experimental mode of editing, which is intended not only to strengthen the message, but also to remain as close as possible to the source nature of the presented experiences—Discontinuities, imbalances, and disturbances of time and space are its visible signs. [ABSTRACT FROM AUTHOR]

Drawing on third-wave feminist and Bakhtinian literary theories, this article argues that the feminist possibility of young adult romance novels largely lies in the extent to which the authors’ narrative choices encourage readers to grapple with questions related to love, pleasure, and relationships, rather than in parsing the author’s intended or unintended feminist (or anti-feminist) messages. This article examines the techniques diverse authors of young adult romances use to open up heteroglossic spaces in their texts. Specifically, it examines how these authors of young adult romances invite readers to consciously attend to the ways that love and relationships might operate in their lives. In particular, the analysis explores the feminist possibilities of love triangles and the use of dialogue to raise reader questions about their own beliefs about the nature of love. These dialogic craft choices are contrasted with more authoritative ways of approaching issues of love and pleasure in fiction to argue that romance is at its most liberatory when it poses questions rather than provides answers.

Collaboration between Mathematicians and Mathematics Educators is crucial in advancing knowledge on the teaching and learning of Mathematics, particularly in advanced Mathematics pedagogy. However, there is a need for the type of collaborations where Mathematicians and Mathematics Educators can find common ground, and the synergy of their expertise results in new, hybrid meanings and understandings that can benefit practice. This paper aims to help researchers from these communities come together by presenting a novel methodology for collaborative inquiry and qualitative data analysis—dialogical inquiry—based on Mikhail Bakhtin's theory of dialogism. In this framework, "truth" is conceived as never finalised but always coevolving through dialogue that involves participants with different "voices" and "languages". We describe the three principles that underpin dialogical inquiry: motivation, power balance and a process for solving disagreements. These three principles interact together to create a space where critically productive dialogue allows for meanings to coevolve and new, hybrid understandings to emerge. We illustrate our operationalisation of these principles (i.e., the methods of dialogical inquiry) in two areas: understanding solutions to linear ordinary differential equations and making meaning of the Bakhtinian concept of superaddressee. We reflect on our use of this methodology in Mathematics Education research and invite the readers to create their own dialogic spaces of collaboration. [ABSTRACT FROM AUTHOR]

This research gathered data from eight online courses to assess if dialogic narratives improved student interactions and retention in those courses. The framework was based on Bakhtin's theory of dialogism grounded in the semiotic concepts of dialogic narratives (Bakhtin, 1931, 1985, 1986). Dialogic narratives were encouraged in all eight of the online courses to encourage and enlist discussions and nurture students individually and as communities of learners. The research question posed was: Can dialogic narratives be included in course discussion links of online courses, and if so, could they promote deeper engagement of online learners? The study reviewed eight undergraduate online classes of 113 students at a large university that implemented dialogic narratives over course of two years, through spring of 2019, to see if students could engage, actively participate, and complete these courses. The theoretical context or the study utilized a semiotic theoretical framework to demonstrate if and how dialogic narratives conveyed contextual information, elements of semiotic online course design, and focused on socio-cultural practices, to study how these factors could affect student learning. Using a Bakhtinian analysis, the semiotic enhancements of dialogic narratives were reviewed in each of the eight online courses and learner interactions observed and documented. The results were surprising: in all eight courses the semiotic enhancements were found to be interactive and effective. Dialogic narratives helped students to participate more actively in their online courses than simply responding to assigned discussions. The findings also revealed high completion rates for students enrolled in those online courses. [ABSTRACT FROM AUTHOR]

The monologues presented in this article represent a particular Bakhtinian analysis of a transcript of a passionate, dramatic, and conflictual General Assembly meeting held in the first democratic school in Norway, the Experimental Gymnasium of Oslo (EGO), only two months after the school was opened, on November 2nd, 1967. In the meeting, they confronted each other with deep disagreements in their vision of the school and ways to govern it. The Bakhtinian assumption is that a dialogic analysis of any dialogue takes entering into dialogic relationships with the original participants in the analyzed dialogue (Matusov, Marjanovic-Shane, & Gradovski, 2019; Matusov, Marjanovic-Shane, Kullenberg, & Curtis, 2019). By taking the floor in the Soul-Searching Assembly, the students confronted each other fully from the bottom of their hearts and minds. Their ideas were embodied intentions, motives, reasons, and desires - what Bakhtin called the person-ideas (Bakhtin, 1999). I constructed four person-ideas based on the transcript of the Soul-searching assembly. In that process of dialogic abstraction, I attempted to distill specific points of view without depersonalizing them into abstract ideas thorn out of the living moment of their lives. The analysis through the construction of the four person-ideas complements a vignette I wrote based on the same transcript (Marjanovic-Shane, 2023b). It is both a distinctive kind of dialogic analysis, and it also helps me prepare the data regarding the students' ideas for a further conceptual analysis, where I explore the students' ideological positions, beliefs, and worldviews. That conceptual analysis is published in a separate article of this special issue (Marjanovic-Shane, 2023a). [ABSTRACT FROM AUTHOR]

The objective of this article was to present reflections provided by action research in which an optional discipline was included in a degree course in a Higher Education Institution (HEI), which had as its central objective training qualified chemistry teachers for education for ethnic-racial relations (ERER) and the teaching of African and Afro-Brazilian history and culture. The research clipping was a pedagogical intervention that dealt with the discussion of radiological science, or scientific racism that composed a cycle of investigation-action. Data collected by film recording was analyzed according to the Bakhtinian analysis framework. In the results emerged reflections on chemistry teacher training in the sense of revealing the possibility of serving the education for ethnic-racial relations, ethically and politically committed to the fight against racism articulated by the pedagogy of pluriversality. We conclude that it is required for the teacher trainer, with planning and creativity, to build processes of identification of the teacher in training with the relationships between racism, chemistry teaching and society through dialogic processes and encouraging the training of teachers who are researchers of their own practice in the sense of seeking the necessary update to meet racism and its epistemologies. [ABSTRACT FROM AUTHOR]

This article builds on a qualitative study of interactions and negotiations with respect to existential questions in an ECEC department with children from 3 to 6 years of age, as part of a larger empirical study on the same topic. In the Norwegian Ministry of Education and Research's 2017 curriculum for Early Childhood Education and Care (ECEC), there is a stated requirement that the staff shall explore and wonder at existential questions together with the children. This article highlights how a walk through a local graveyard with its material artefacts functioning as cultural tools may open a new context for interaction and negotiation regarding death as an existential issue. Vygotsky's sociocultural theory of mediated action and Bakhtin's theory of multivoicedness form the framework for the interpretation together with Wartofsky's three-level theory of artefacts. The method employed to establish the data was participated observation with a handheld video camera. [ABSTRACT FROM AUTHOR]

The death rate in the United Kingdom from COVID-19 is, per capita, one of the highest in the world. Here, I examine three ways in which the UK Prime Minster, Boris Johnson, has communicated to the UK population the actions that are necessary to deal with the pandemic. Using principles of discursive psychology and Bakhtinian analysis, I consider how Johnson's descriptions discursively construct the government's actions, the actions that are required of the population, and agency for reducing the spread of COVID-19. Relying on metaphors of war, claims to follow the science, and expressions of concerned advice, Johnson's communications are shaped to manage the accountability of his government and himself for varying potential outcomes of the pandemic, allowing them to take credit if their efforts are treated as successful but to attribute responsibility elsewhere if the incidence of COVID-19illness and deaths continues to increase. [ABSTRACT FROM AUTHOR]

The scatological is often relegated to the realm of humor and the juvenile, the transgressive and disturbing nature of the fecal neutralized through its demotion to the basest stratum of humor, where it serves as humor's lowest common denominator, the kind of subject that children delight in. Rather than concede to this narrative, which would make of scatological humor a temporary, Bakhtinian carnivalesque inversion of social norms and order, this article explores what it would mean to take the scatological seriously. To reject the laughter associated with the carnivalesque and decline to take the scatological as comic relief is to claim fecality as the site of a more durable emancipation than the carnivalesque affords, by exploiting fecality's capacity to enable the assimilation of the inassimilable fact of mortality. [ABSTRACT FROM AUTHOR]

Drawing on third-wave feminist and Bakhtinian literary theories, this article argues that the feminist possibility of young adult romance novels largely lies in the extent to which the authors’ narrative choices encourage readers to grapple with questions related to love, pleasure, and relationships, rather than in parsing the author’s intended or unintended feminist (or anti-feminist) messages. This article examines the techniques diverse authors of young adult romances use to open up heteroglossic spaces in their texts. Specifically, it examines how these authors of young adult romances invite readers to consciously attend to the ways that love and relationships might operate in their lives. In particular, the analysis explores the feminist possibilities of love triangles and the use of dialogue to raise reader questions about their own beliefs about the nature of love. These dialogic craft choices are contrasted with more authoritative ways of approaching issues of love and pleasure in fiction to argue that romance is at its most liberatory when it poses questions rather than provides answers. [ABSTRACT FROM AUTHOR]

This article offers a means of analysing social networking, visual dialogues of emojis, GIF s (images in the Graphics Interchange Format), embedded images, videos, and URL s (Uniform Resource Locators). Doing so addresses these often overlooked and undervalued forms of visual communication, suggesting a unique means of gaining insights into their use within online interactions. Utilising a Bakhtinian methodology, the author extracts excerpts from her research, situated within Facebook, to demonstrate a Bakhtinian genre analysis, a framework that the author contends is adaptable to multiple social networking spaces. Highlighting emojis, GIF s, embedded images, videos, and URL s as integral components of online communication, an emphasis is placed on how the text dances with the visual, presenting a nuanced framework for such an analysis. Consequently, an argument is developed for the significance of visual dialogues in contemporary online spaces, and the need for researchers to better understand these dynamic forms of communication, offered through Bakhtinian dialogism. [ABSTRACT FROM AUTHOR]

Drawing on Bakhtin's (Discourse in the novel, University of Texas Press, 1981) notions of dialogism and appropriation, this case study explored how a 5-year-old Latina named Lucia negotiated the gender discourses involved in designing and building robots. The study findings revealed that Lucia performed her gender by appropriating different gender discourses and by using both robotics knowledge and gender tactics to position herself as a competent robotics engineer. Lucia's fluid gender performativity combined with her skillful robot design legitimized her entry into the masculine peer group while affirming her robot as an empowered agent. This study unpacks the complexity of gender ideologies that female students may experience as they engage in the engineering design process. The study also shows how robot designing and building can be a technological and material practice through which young girls can explore and express fluid gender subjectivities. We conclude the article with implications for early childhood engineering and robotics education. [ABSTRACT FROM AUTHOR]

Bakhtin famously argued that language-as-used is essentially dialogic. One pragmatic implication concerns how dialogicity is established in various contexts. In political discourse, polemic polyphony emerges from the juxtaposition of adversarial voices of political actors: a dialogue in which different voices index different ideological orientations. Polyphonic ensembles establish discoursal scenes and make them recognizable, enabling distinctions such as those between 'us' and 'them', and between heroes and villains. Overall, they assist speakers in the semiotic mediation of political relations. The corpus includes eighteen speeches delivered during a dissent event that takes place after the Sheikh Jarrah weekly anti-occupation demonstration in East Jerusalem. The speeches are given in Hebrew by a Palestinian neighborhood resident and activist, to a small audience of regular Jewish-Israeli protestors. Through studying noninstitutionalized political discourse, dialogicity and polemic polyphony are illuminated in an on-the-ground, context-rich, and marginalized setting. [ABSTRACT FROM AUTHOR]

This article explores preschool practitioners' perceptions of their encounters with migrant parents in rural preschools. The practitioners' accounts are analyzed through Bakhtin's theory of dialogism. This theoretical approach was chosen based on the assumption that a successful integration process is accompanied by the presence of a dialogic stance that embraces difference. The practitioners' accounts describe a change, in terms of moving from a monologic to a dialogic stance, that in turn indicates a move towards (self-)reflexivity as far as their attitudes towards migrant parents and their own practices are concerned. In addition, the practitioners' accounts can be understood as describing that they experience an integration process themselves. [ABSTRACT FROM AUTHOR]

We live in a dialogical world. The normative environment around us is many-voiced. Legal activities like drafting, negotiating, interpreting, judging, invoking, and protesting the law take place in dialogical encounters, all of which presuppose entrenched forms of social dialogue. And yet, the dominant modes of thinking about the law remain monological. How can we bring our legal conceptions into alignment with the dialogical world in which we live? The present article follows in the footsteps of a Bakhtinian dialogical theory of language that challenges the roots of contemporary positivist conceptions of law and language underpinning large swathes of legal academia and the legal profession--including recent approaches to legal interpretation called corpus linguistics. Against this backdrop, the article aims to develop a richer and more textured dialogical jurisprudence to encompass the various aspects, activities, and genres where legal language is employed. [ABSTRACT FROM AUTHOR]

In this article I compare two studies, one pre- and one post-COVID-19, to consider the ethics of researching with children, especially during uncertain times. I argue that ethics are entwined with assumptions about children, 'voice', relational dynamics and representation. To reflect upon those assumptions and their ethical implications, I draw upon three Bakhtinian dialogical principles: that the self is in its nature responsive and never fully knowable or complete; that meaning-making is a complex, dynamic, situated activity; and that finalisation is deeply unethical. I propose a dialogic approach to researching with children as an ethical orientation which respects our common humanity and agency and allows for trust, sensitivity, responsive meaning-making, openness and inarticulacy. I also consider the perplexities of achieving dialogic relationships and meaningful dialogue with children, especially at times when researcher and participants may be separated physically in space and time and when methodological compromises may be unavoidable. [ABSTRACT FROM AUTHOR]

Copyright of Educacao e Pesquisa is the property of Faculdade de Educacao da Universidade de Sao Paulo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Góndola, Enseñanza y Aprendizaje de las Ciencias is the property of Gondola, Ensenanza y Aprendizaje de las Ciencias and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article explores eighteenth-century questions surrounding the spatiotemporal nature of the field we now call 'science'. Today's commonplace notion of 'modern Western science' assumes conceptual binaries that do not map onto eighteenth-century discourses. The article focuses on two works by the so-called Scriblerians —Three Hours after Marriage (1717), and Memoirs of Martinus Scriblerus (1714, pub. 1741)—which satirize the much-maligned Dr John Woodward and, ostensibly, the philosophical mode he represented. Though these texts are satirical, the article does not posit a clash of cultures. Instead, it examines a set of tropes, shared by numerous authors at various purposes, which inflected science with the narratological space-time of the ancient Orient. This 'Oriental chronotope' (in Bakhtinian terms) speaks to the complex space that science occupied in emerging narratives of Western modernity. The Eastern artefacts featured in these works, and their shared themes of dubious reproduction, establish an unlikely affinity with Thomas Sprat's History of the Royal Society (1667), which offers the new sciences as a dialectic between the ancient and modern worlds. [ABSTRACT FROM AUTHOR]

William Faulkner, as one most creative and influential American writers in the 20th century, has ever attracted scholars' concerns. First published in 1929, The Sound and the Fury is recognized as one of the most successful experimental American novels of its time. The discussion on it has involved many issues such as race, time, gender, etc. Mikhail Bakhtin proposes dialogic theory in Problems of Dostoevsky's Poetics, which suggests the characters should have their perspective which can parallel with the author's voice. And the un-finalizability of dialogue involves constant responses that will continue endlessly. This study will explore the humanity of moral and evil displayed in different characters in the text through the Bakhtinian dialogue theory. [ABSTRACT FROM AUTHOR]

For those interested in understanding cultures of learning in both formal and informal science educational contexts, ethnography is often the research approach of choice. Yet ethnography, as a research approach, is far from monolithic. The myriad of nuances, distinctions, and open questions of ethnographic research, employed as full-scale ethnographies or as ethnographically informed approaches to broader qualitative research, can be a source of numerous tensions in science education research and educational research in general. In order to trouble and learn from these tensions, we employed a novel, analytic approach of meta-ethnography. We relied on Bakhtinian dialogic analysis to contrast questions of ethnographic methodology and method across four multidisciplinary studies of learning cultures rooted in varied levels of ethnographic methods. Commonalities in methodological tensions between the studies include the role of the researcher, the temporal scope, and analysis and representation. We proposed an ethnographic continuum as one way to envision our ethnographic studies without bounding them by the traditional nomenclatures. [ABSTRACT FROM AUTHOR]

The main aim of this paper is to demonstrate that the vibrancy and multidimensionality of Hemingway's work lies in its dialogic nature. In the light of the above-mentioned, referring both to Kristeva's notion of intertextuality and Genette's concept of paratext, the paper constitutes an attempt to bring into focus a dynamic network of interactions, which manifest themselves at the level of the text's structure and meaning. Correspondingly, an outgoing dialogue between Spanish and American culture, between the factual and the fictional, between the articulated and the unsaid, should be viewed as breeding ground for the reader's role in the negotiation and co-creation of meaning. As a result Death in the Afternoon becomes something more than just a manual on how to look at the bull fight. With its internal diversification, the text becomes a chance of meeting, a carnivalistic space opened for an ongoing dialogue and interaction between the elements both internal and external to the text, inviting the reader to immerse fully into a constant and always relevant conversation between writing styles, forms of artistic expression and culture. [ABSTRACT FROM AUTHOR]

This paper studies feminist matrilinealism in Nada Awar Jarrar's novel Somewhere Home. In this novel the author builds her stories around a house which was inhabited by several generations of female ancestors. Tess Cosslett claims that the Bakhtinian concept of the chronotope in matrilineal narratives influences the space and time structures of women's writing whereby women communicate along two time frames simultaneously: a synchronic, horizontal plane and a diachronic, vertical axis. The synchronic plane refers to the way in which women from different generations unite and bond whereas the diachronic plane goes backward and forward in time. Employing Bakhtinian notion of the chronotope and Tess Cosslett's two time frames model of feminist matrilineage, this study argues that the chronotope of the house in Somewhere, Home plays a major role in displaying matrilineage and this house clearly manifests the synchronic and diachronic planes: those of female bonding, feminist recovery, and feminist progress. [ABSTRACT FROM AUTHOR]

Bakhtin's innovative conception of language provided the ground for further studies on the nature of the language of literature. As the scientific advances were depriving literature from its social roots and reducing literary works to a mere ground for the play of formal "devices", Bakhtin's theory of language paved the way for the return of the social to the study of literary works. Bakhtin was certainly well aware that literature, as a reflection of socio-cultural relations, employs language to its greatest advantage as it is the only means literature has for expressing its themes. That is why he first proposed his theory of dialogism with regard to the language of literature in Problems of Dostoevsky's Poetics. Although he firmly believed that the language of novel was dialogic, Bakhtin did not hold the same stance toward drama. Taking Shakespeare's Othello as an example, we have tried in the present paper to account for the highly dialogic language of Shakespeare in this play. [ABSTRACT FROM AUTHOR]

The authors trace the development of the concept of translanguaging, focusing on its relation to literacies. The authors describe its connection to literacy studies, with particular attention to bi/multilingual reading and writing. Then, the authors present the development of translanguaging as a sociolinguistic theory, discuss its formulations, and describe what is unique about translanguaging: its beginnings and grounding in educational practice and attention to the performances of multilinguals. The authors argue that multilingualism and bi/multiliteracies cannot be fully understood as simply the use of separate conventionally named languages or separate modes. Instead, translanguaging in literacies focuses on the actions of multilingual readers and writers, which go beyond traditional understandings of language, literacy, and other concepts, such as bi/multilingualism and bi/multilingual literacy. The authors show how multilinguals do language and literacy and how they do so in school. The authors review case studies that demonstrate how a translanguaging literacies framework is used to deepen multilingual students' understandings of texts, generate students' more diverse texts, develop students' sense of confianza (confidence) in performing literacies, and foster critical metalinguistic awareness. The authors end by discussing implications for literacy pedagogy, as well as literacy research, that centers multilingual students. [ABSTRACT FROM AUTHOR]

In this paper, we use Bakhtin's theory of carnival in a literary analysis of young people's accounts of the role of alcohol in their social lives. Bakhtinian themes in the focus-group transcripts included the dialogic character of drinking stories, the focus on parodic grotesquery, ribald and satiric laughter, and the temporary subversion and reversal of social norms and roles in a world turned ‘inside out’. We suggest that our analysis of the UK's drinking ‘culture’ hints at a previously untheorised complexity and force, and points to a deep contradiction between young people's lived experience of alcohol and government policy discourses based on appeals to individual moral responsibility. We conclude that the carnivalesque resonance of drinking is such that the UK's alcohol problem will continue to worsen until the availability and cultural presence of alcohol is subject to stricter controls. [ABSTRACT FROM PUBLISHER]

The process of reading and meaning-making is complex, ever-evolving and multi-faceted. This dynamism essentially displaces empiricism and its positivistic outlook. The Bakhtinian paradigm adopted in this article underscores the importance of new hermeneutic traditions that embrace the polysemantic nature of resurrection of Jesus narratives. In other words, Bakhtinian perspective problematises the idea of a single reality or monolithic reading, but rather embraces multiperspectivality and diversity in interpretive process. Furthermore, readers are central in reading and meaning interpretation of the resurrection of Jesus discourses pointing out the hermeneutical problem therefore the claim of universalism in meaning production is troubled in Bakhtinian theoretical framework. The reception and comprehension of meaning depend on readers. Most importantly, the claim of stable signification disregards subjectivity and variability that come with diverse readers and different contextual circumstances. Thus, the major thrust of this article is to explore and reflect on different point of views and meanings embedded in the resurrection of Jesus discourses in order to arrive at some understanding of the impossibility of constructing a single truth or reality. [ABSTRACT FROM AUTHOR]

Based on the practice of analyzing notions such as singularity, language and otherness, the present paper discusses the possibility of establishing "language games" and "family similarities" between the Bakhtinian and Lacanian perspectives, as well as highlight their differences. This attempt is based on the recognition of a dialogical principle in psychoanalysis, from its theorization about the constitution of the subject. On the other hand, a reading of Bakhtin's texts that is inspired by psychoanalysis also puts new versions of the notion of consciousness into perspective, beyond the grammar of the subject, control and rationalism. This paper suggests that while on the one hand it would be controversial to establish a "confluence" between Bakhtin and Lacan, on the other hand, the differences may illuminate and generate new metaphors between the two approaches. [ABSTRACT FROM AUTHOR]

In the article, spatializations (discourses of ideal or stereotyped spaces) are conceptualized as powerful discourses of the surrounding society, providing resources for place‐bound identity construction in interaction. We combine a sociolinguistic analysis with Bakhtinian dialogism to understand how such "third" voices in dialogue empower and pluralize self‐ and other‐positionings embedded in the evocations of unofficial place names. Empirically, the focus is on toponyms that divide the socially mixed Vuosaari suburb in Helsinki into "older" and "newer" territories. The results show that when the stereotypes of "good" and "bad" neighbourhoods or other spatializations interpenetrate the uses of "Old" and "New Vuosaari," they open room for the (re‐)voicing of the meanings of these toponyms for highly differentiated social ends. With the Bakhtinian framework bridging between socio‐spatial theory and sociolinguistics, the article develops a spatially sensitized approach to analyse the entanglements of the micro‐level contexts of interaction with the macro‐level discourses of meaning‐giving. [ABSTRACT FROM AUTHOR]

Online MBAs have become integral to business schools' portfolios and the number of MBA students opting for an online version looks set to grow. In the wake of well-documented critiques of traditional MBA formats, this expansion prompted us to examine the potential for critically reflexive learning ideals in asynchronous MBA learning environments. Building on the Community of Inquiry (CoI) model, we elaborate elements of Bakhtin and Shotter's dialogism to develop the notion of 'active understanding' as a means to study an online MBA classroom. We present two illustrative episodes to show how aspects of active understanding may unfold, and we point to the role of infrastructure, curriculum and instructor interventions in developing more genuine dialogical exchanges. Our findings suggest that online MBA course designers can learn from CoI approaches to which we add that critically reflexive learning is situationally sensitive; requiring the capacity to create and recognize nuance and difference in the written communication; making the other the focus of learning. We conclude with implications for pedagogy and technology infrastructure. [ABSTRACT FROM AUTHOR]

Abstract Language brings a classroom to life and crafts the teaching and learning space. Sociocultural theories of language acquisition and learning focus on the role of language as a mediator for development. While research on languaging and translanguaging practices in English medium and multilingual classrooms is on the rise, less attention has been paid to the languaging work occurring in the translanguaging space of the dual language immersion classroom. To this end, this study explores the languaging choices of a second grade French immersion teacher as he imparts both language learning objectives and his enactment of critical peace education. This article provides a micro-discourse perspective of the speech genres utilized within a single lesson on adjectives conducted in both French and English. Data analysis revealed the ways in which students and their teacher together languaged academic French and peace education in and through different speech genres. This study demonstrates the affordances of a speech genre analysis for researching multilingualism in dual language learning settings. Implications for pedagogy and theory about bi/multilingual discourse are discussed. [ABSTRACT FROM AUTHOR]

This study is concerned with the use of specific tools from Mikhail Bakhtin’s comprehensive literary work in order to investigate the notion of time/space in Bahram Beyzaie’s 1979 movie, The Crow. Employing the Bakhtinian notion of chronotope in the analysis of the movie as a cinematic text proves helpful in developing the notion of anachronotopicity, which is then utilized to investigate the workings of memory in the movie. The main characters’ utterances, as means of communication and as other manifestations of anachronotopicity, are also explored. Finally, the issue of communicating with a public (or simply another person) in the narrative of the movie is discussed through the Bakhtinian spectrum of communication between monological and open-ended utterances and its relation with the introduced notion of anachronotopicity. [ABSTRACT FROM AUTHOR]

The article explores the dynamic positionality of international teachers in Nazarbayev Intellectual Schools (NIS) in Kazakhstan. The study draws on in-depth interviews with 11 international teachers from three NIS schools. The findings of the study indicate that, on the one hand, participants share a fascination with the exciting academic environment and, on the other hand, they report a degree of disaffection as a result of multiple constraints, which prevent them from being fully integrated in the life of the schools. The article contributes to the literature on teacher mobility and migration examined from the perspective of Bakhtin's dialogical approach. [ABSTRACT FROM AUTHOR]

The limitations of employing a Foucauldian framework for studying the colonial encounter are discussed and an alternative approach drawing on the work of the Bakhtin Circle is proposed. The origins of the Foucauldian approach in postcolonial studies is traced back to the emergence of Stalinist critiques of 'bourgeois orientalism' at the beginning of the Cold War, which proposed a dualistic model of closed discourses of 'bourgeois' and 'Soviet' orientalism. The Bakhtinian approach developed in opposition to Stalinist attempts to 'monologise' the critical approaches developed in the USSR, questioning the idea of closed discourses and stressing modes of engagement between different social groups and ideological positions. The second part of the article provides a case study of the emergence on Indo-European philology, which is often presented as a clear example of Western Orientalism. It is shown that this movement developed as a result of collaboration between European philologists and Indian high-caste pandits. It is shown that various agendas were pursued within philology, and that a number of different critical intersections emerged over time. It is suggested that a Bakhtinian approach, suitably revised and developed, provides a superior starting point for understanding these phenomena. [ABSTRACT FROM AUTHOR]

This is a reply to Sue Mitchell and Francisco J. Eiroa-Orosa's 'Love your enemy.' The latter seeks to explore the self-transcending potential of altruistic behaviour through a dialogical paradigm. It not only initiates fresh discussion on the subject of altruism, but also advances new discussion on Bakhtinian aesthetics. For the continuation of this forward momentum, we suggest a more nuanced approach to the placement of the 'researcher' within the applied methodological matrix. Similarly, we also advocate for the synthesising of research tools, often appropriated by theological studies, into said methodological matrix. This is a reply to: Mitchell, Sue and Eiroa-Orosa, Francisco J. 2018. "Love your enemy? An aesthetic discourse analysis of self-transcendence in values-motivated altruism." Global Discourse https://doi.org/10.1080/23269995.2018.1511766 [ABSTRACT FROM AUTHOR]

Drawing on the notion of answerability introduced by Mikhail Bakhtin, this article inquires into our moral responsibility as academic writers to others for what and how we write. According to Bakhtin, it is a difficult task to be answerable from one’s unique place in being and it is tempting to seek some sort of alibi, be it a theoretical principle, an aesthetic ideal, or a larger whole, and to play the roles therein. To break away from these domains, in search of some sort of ethical authorship, we engage in a Menippean dialogue. Exploring responsibility in such a satirical dialogue creates an awareness of the roles we easily hide behind, draws attention to what these roles might do to our writing, and enables us to try out other roles as we allow ourselves to not be so deadly serious in our writing. [ABSTRACT FROM AUTHOR]

Science is concerned with understanding the world. As such, engaging with the materiality of that world is integral to both empirical experimentation and theorising within science. However, it has been recognised for some time that the way scientists learn about the world and the way that young people learn about science cannot be simply equated. This difference has been pronounced in recent decades by the dominance of constructivist and social-constructivist theories of learning, which focus on the development of concepts in the minds of people. Whilst these theories have yielded insight into the complexity of learning, the role of the material remains undertheorised, not only within practical science inquiry, but also in relation to the broader materiality of classrooms. Through a detailed critical literature review, this paper demonstrates the need for a stronger theoretical frame through which to understand the role of the material in the learning and pedagogy of science. Building upon the gaps and possibilities that this review reveals, we outline a new material-dialogic theory via a synthesis of Barad's Agential Realism and Bakhtinian dialogic theory. The significance of this paper lies in offering a theoretical basis for more effective practice. [ABSTRACT FROM AUTHOR]

The contribution offers a synthesis of a Bakhtinian philosophical approach to autobiography, conceived as both a text and a lifeproject, through the theoretical construct of ‘heterobiography.’ Drawing on Bakhtin’s philosophical rather than philological work, the discussion focuses for the most part on some of Bakhtin’s lesser-known, fragmented and often obscure writings: Toward a Philosophy of the Act, written ca 1919-1921; the long essay ‘Author and Hero in Aesthetic Activity,’ written ca1922-1924; and several fragments from Bakhtin’s wartime notebooks, written in 1940-1946 and published in English translation only recently. Building on the author’s previous work on Bakhtin and ‘the question of the subject,’ the discussion highlights some of the ‘dotted lines’ that link these relatively obscure and fragmented texts, and suggests that they add up to a coherent, albeit complex, philosophical position on the dynamics of autobiography. The construct of ‘heterobiography’ is used in this context to account for the immanent ambivalence of the Bakhtinian position and to denote an element of alterity which operates both ‘centripetally’ and ‘centrifugally’ in the dynamics of narrative identity and its autobiographical inscription. [ABSTRACT FROM AUTHOR]

Roddy Doyle is a writer who is interested in expanding the horizons of novelistic discourse and in confronting the social issues that define contemporary Ireland: dysfunction, domestic abuse, marital breakdown, damaged children. Smile (2017) is Doyle's darkest work since The Woman Who Walked into Doors (1996). This essay explores the similarities between both novels as well as the deep differences that make Smile such a unique novel. With Smile Doyle goes far beyond what he has done before as a writer: this is a novel inside a novel, which clearly reveals the metafictional character of the text. Moreover, Doyle's greatest achievement in Smile is that self-consciousness does not minimize the narrator's plight, but forces the reader to confront the brutality of child abuse and its devastating and terrible consequences. I will also analyse how Doyle's concern with experimentation in subject matter and novelistic conventions confirms the Bakhtinian character of Smile. [ABSTRACT FROM AUTHOR]

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Caryl Churchill is one of the most distinguished contemporary British women playwrights to emerge in the post-war era. She is a playwright who has managed to enter successfully the male canon and gain wide recognition among theatre audiences and critics. Caryl Churchill's Top Girls, first performed at London's Royal Court Theatre on 28 August 1982 and directed by Max Stafford-Clark, is one of the most important plays of feminism to date. The play examines the status of women in the world especially in the workplace through the life stories of five important women characters of history. In this regard Top Girls relates itself to the Bakhtinian concept of carnival through the scenes of banquet. This paper aims at reading Churchill's Top Girls with a close reference to the theory of carnivalesque depicted by Michael Bakhtin in his critical work on Rabelais, Rabelais and his World. [ABSTRACT FROM AUTHOR]

Copyright of Acta Paedagogica Vilnensia is the property of Vilnius University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

With A Branch of the Blue Nile (1983) Derek Walcott makes a strong statement for the validity of a hybrid West Indian culture. He portrays the relation between European, specifically English, as well as American and African culture as one that should not be marked by a hierarchy, placing the central culture and languages at the top and African or mixed cultures/languages at the bottom. Walcott's strategy here is to show that the so-called standards, Shakespeare's 'classical' plays and their language are already of a hybrid nature, and any attempt to characterise them as homogenous entities and preserve them as such may ultimately result in their inertness. What threatens a civilisation or culture, according to Walcott, is not some form of hybridity, but rather the closing off or preservation of artistic forms from other foreign influences because it makes these artistic forms incapable of interacting with the surrounding cultural environment. The authors of this paper while appreciating all the orchestrated bonus of the existing relevant criticisms on hybridity towards Walcott's A Branch of the Blue Nile intend to examine the use of Bakhtinian notions with regard to language exemplifying Bakhtin's view of linguistic interanimation and his insights into the "polyglotic" and "heteroglotic" nature of the play. The purpose of this article is to provide the readers with a quest for the formation of Caribbean identity, beyond dualism, through the vernacular. Walcott portrays the vernacular as being capable of voicing the ideas necessary to define one's identity. [ABSTRACT FROM AUTHOR]

The purpose of this essay to is to describe and discuss Bakhtin's pedagogical work based on diverse archival materials and memoirs of his students. [ABSTRACT FROM AUTHOR]