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100   $a20190404d2019      u|         0
101 0 $aeng
135   $aurcnu||||||||
181   $ctxt$2rdacontent
182   $cc$2rdamedia
183   $acr$2rdacarrier
200 10$aDialogic Pedagogy and Polyphonic Research Art $eBakhtin by and for Educators /$fby Eugene Matusov, Ana Marjanovic-Shane, Mikhail Gradovski
205   $a1st ed. 2019.
210  1$aNew York :$cPalgrave Macmillan US :$cImprint: Palgrave Macmillan,$d2019.
215   $a1 online resource (321 pages)
311   $a1-137-58056-9 
327   $aIntroduction: Inspired by Bakhtin?The Aim, Focus, and History Behind This Research Project -- Part I Teaching Cases and Their Online Discussion -- Chapter 1.1: Two Teaching Cases with Online Forum Discussions -- Chapter 1.2: Standalone Teaching Cases -- Part II Analyses of Teaching Cases: Issues in Bakhtinian Pedagogy -- Chapter 2.1: What Is Bakhtinian Pedagogy for the Interviewed Bakhtinian Educators? -- Chapter 2.2: Ontological Engagement -- Chapter 2.3: The Educational Vortex in Bakhtinian Pedagogy -- Chapter 2.4: Teacher?Student Power Relations in Bakhtinian Pedagogy -- Chapter 2.5: Bakhtinian Pedagogy in Conventional Educational Institutions -- Part III Dialogic Research Art -- Chapter 3.1: Introducing Dialogic Research Art -- Chapter 3.2: Dialogic and Positivist Research in the Social Sciences -- Chapter 3.3: Summarizing Contrasts and Boundaries Between Positivist and Dialogic Research -- Part IV Conclusion: Lessons, Regrets, and Hopes -- Chapter 4.1: Lessons We Learned About Bakhtinian Pedagogy -- Chapter 4.2: Regrets About Our Polyphonic Dialogic Research -- Chapter 4.3: Hopes About the Future of Bakhtinian Pedagogy and Dialogic Research -- Chapter 4.4: Project Participants? Holistic Judgments About the Book.
330   $aThis book presents voices of educators describing their pedagogical practices inspired by the ethical ontological dialogism of Mikhail M. Bakhtin. It is a book of educational practitioners, by educational practitioners, and primarily for educational practitioners. The authors provide a dialogic analysis of teaching events in Bakhtin-inspired classrooms and emerging issues, including: prevailing educational relationships of power, desires to create a so-called educational vortex in which all students can experience ontological engagement, and struggles of innovative pedagogy in conventional educational institutions. Matusov, Marjanovic-Shane, and Gradovski define a dialogic research art, in which the original pedagogical dialogues are approached through continuing dialogues about the original issues, and where the researchers enter into them with their mind and heart.
606   $aEducation?Philosophy
606   $aTeaching
606   $aPhilosophy and social sciences
606   $aEducational Philosophy$3https://scigraph.springernature.com/ontologies/product-market-codes/O38000
606   $aTeaching and Teacher Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O31000
606   $aPhilosophy of Education$3https://scigraph.springernature.com/ontologies/product-market-codes/E25000
615  0$aEducation?Philosophy.
615  0$aTeaching.
615  0$aPhilosophy and social sciences.
615 14$aEducational Philosophy.
615 24$aTeaching and Teacher Education.
615 24$aPhilosophy of Education.
676   $a801.95092
700   $aMatusov$b Eugene$4aut$4http://id.loc.gov/vocabulary/relators/aut$0857594
702   $aMarjanovic-Shane$b Ana$4aut$4http://id.loc.gov/vocabulary/relators/aut
702   $aGradovski$b Mikhail$4aut$4http://id.loc.gov/vocabulary/relators/aut
906   $aBOOK
912   $a9910337757603321
996   $aDialogic Pedagogy and Polyphonic Research Art$92523968
997   $aUNINA