Dialogic Learning

Shifting Perspectives to Learning, Instruction, and Teaching

Editors: Linden, Jos van den, Renshaw, Peter (Eds.)

Buy this book

eBook $169.00
price for USA (gross)
  • ISBN 978-1-4020-1931-9
  • Digitally watermarked, DRM-free
  • Included format: PDF
  • ebooks can be used on all reading devices
  • Immediate eBook download after purchase
Hardcover $219.00
price for USA
  • ISBN 978-1-4020-1930-2
  • Free shipping for individuals worldwide
  • Usually dispatched within 3 to 5 business days.
Softcover $219.00
price for USA
  • ISBN 978-90-481-6544-5
  • Free shipping for individuals worldwide
  • Usually dispatched within 3 to 5 business days.
About this book

Contemporary researchers have analysed dialogue primarily in terms of instruction, conversation or inquiry. There is an irreducible tension when the terms ‘dialogue’ and ‘instruction’ are brought together, because the former implies an emergent process of give-and-take, whereas the latter implies a sequence of predetermined moves. It is argued that effective teachers have learned how to perform in this contradictory space to both follow and lead, to be both responsive and directive, to require both independence and receptiveness from learners. Instructional dialogue, therefore, is an artful performance rather than a prescribed technique. Dialogues also may be structured as conversations which function to build consensus, conformity to everyday ritualistic practices, and a sense of community. The dark side of the dialogic ‘we’ and the community formed around ‘our’ and ‘us’ is the inevitable boundary that excludes ‘them’ and ‘theirs’. When dialogues are structured to build consensus and community, critical reflection on the bases of that consensus is required and vigilance to ensure that difference and diversity are not being excluded or assimilated (see Renshaw, 2002). Again it is argued that there is an irreducible tension here because understanding and appreciating diversity can be achieved only through engagement and living together in communities. Teachers who work to create such communities in their classrooms need to balance the need for common practices with the space to be different, resistant or challenging – again an artful performance that is difficult to articulate in terms of specific teaching techniques.

Table of contents (13 chapters)

  • Dialogic Learning Teaching and Instruction

    Renshaw, Peter D.

    Pages 1-15

  • Dialogic Learning in the Multi-Ethnic Classroom

    Elbers, Ed (et al.)

    Pages 17-43

  • Third Space in Cyberspace

    Kapitzke, Cushla (et al.)

    Pages 45-61

  • Making Sense Through Participation

    Dam, Geert (et al.)

    Pages 63-85

  • Diverse Voices, Dialogue and Intercultural Learning in a Second Language Classroom

    Hirst, Elizabeth (et al.)

    Pages 87-107

Buy this book

eBook $169.00
price for USA (gross)
  • ISBN 978-1-4020-1931-9
  • Digitally watermarked, DRM-free
  • Included format: PDF
  • ebooks can be used on all reading devices
  • Immediate eBook download after purchase
Hardcover $219.00
price for USA
  • ISBN 978-1-4020-1930-2
  • Free shipping for individuals worldwide
  • Usually dispatched within 3 to 5 business days.
Softcover $219.00
price for USA
  • ISBN 978-90-481-6544-5
  • Free shipping for individuals worldwide
  • Usually dispatched within 3 to 5 business days.
Loading...

Recommended for you

Loading...

Bibliographic Information

Bibliographic Information
Book Title
Dialogic Learning
Book Subtitle
Shifting Perspectives to Learning, Instruction, and Teaching
Editors
  • Jos van den Linden
  • Peter Renshaw
Copyright
2004
Publisher
Springer Netherlands
Copyright Holder
Springer Science+Business Media Dordrecht
eBook ISBN
978-1-4020-1931-9
DOI
10.1007/1-4020-1931-9
Hardcover ISBN
978-1-4020-1930-2
Softcover ISBN
978-90-481-6544-5
Edition Number
1
Number of Pages
VIII, 263
Topics