The Dialogical Self Theory in Education
A Multicultural Perspective
Editors: Meijers, Frans, Hermans, Hubert (Eds.)
Free Preview- Presents the Dialogical approach in education as an alternative to the predominantly monological education models
- Discusses the Dialogical Self Theory from an educational, cultural and practical point of view
- First international book published on DST in Education
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- About this book
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This edited volume offers cross-country and cross-cultural applications of Dialogical Self Theory within the field of education. It combines the work of internationally recognized authors to demonstrate how theoretical and practical innovations emerge at the highly fertile interface of external and internal dialogues. The Theory, developed by Hubert Hermans and his colleagues in the past 25 years, responds fruitfully to the issue of educational experts hitherto working in splendid isolation and does so by combining two aspects of Dialogical Self Theory: the dialogue among individuals as well as dialogical processes within individuals, in this context students and teachers.
It is the first book in which Dialogical Self Theory is applied to the field of education. In 13 chapters, authors from different cultures and continents produce theoretical considerations and a wide variety of practical procedures showing that this interface is an ideal ground for the production of new theoretical, methodological, and practical approaches that enrich the work of educational researchers and specialists. Academics, practitioners, and postgraduate students in the field of education, particularly those who are interested in the innovative and community-enhancing potentials of dialogue, will find this book valuable and informative. Ultimately the work presented here is intended to inspire more self-reflection and creative ways to engage in new conversations that can respond to real-world issues and in which education can play a more vital role.
- Table of contents (13 chapters)
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Dialogical Self Theory in Education: An Introduction
Pages 1-17
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Being, Doing, and Becoming: Fostering Possibilities for Agentive Dialogue
Pages 19-33
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Dialogue, Inquiry, Changing Roles, and the Dialogical Self
Pages 35-47
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Engaging Children in Dialogic Classroom Talk: Does It Contribute to a Dialogical Self?
Pages 49-63
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The Experience of the Other and the Premise of the Care for Self. Intercultural Education as Umwendung
Pages 65-79
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Table of contents (13 chapters)
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Bibliographic Information
- Bibliographic Information
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- Book Title
- The Dialogical Self Theory in Education
- Book Subtitle
- A Multicultural Perspective
- Editors
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- Frans Meijers
- Hubert Hermans
- Series Title
- Cultural Psychology of Education
- Series Volume
- 5
- Copyright
- 2018
- Publisher
- Springer International Publishing
- Copyright Holder
- Springer International Publishing AG
- eBook ISBN
- 978-3-319-62861-5
- DOI
- 10.1007/978-3-319-62861-5
- Hardcover ISBN
- 978-3-319-62860-8
- Softcover ISBN
- 978-3-319-87413-5
- Series ISSN
- 2364-6780
- Edition Number
- 1
- Number of Pages
- XII, 214
- Number of Illustrations
- 11 b/w illustrations, 4 illustrations in colour
- Topics
