Dialogic Mediation Research Articles

Post-basic nursing students’ reflections on their experiences of dialogic mediation

This article presents post-basic nursing students’ reflections on the way they experienced the pedagogy of dialogic mediation. The study addressed current debates about appropriate teaching methodologies for students in such a degree course and the role of the nurse educator in this regard. The authors used a qualitative research approach and posed the following research question: What are students’ reflections of their experiences of dialogic mediation and the influence of this on their ideas of teaching and learning? The study involved a cohort of students (n = 248) who were enrolled in a semester-long course in a post-basic nursing degree at a South African university. They were asked to respond to three open-ended questions regarding their experiences of a course that required engagement with a new teaching and learning strategy which expected active involvement. Data were collected from students’ written reflections and were analysed by searching for recurring themes and patterns. The findings revealed that students experienced extreme levels of frustration at the beginning of the course as their existing ideas about teaching and learning were challenged. They also found the new teaching techniques associated with this pedagogy to be demanding. However, once they understood the underlying principles and ideas, they began to understand the implications for their own learning and teaching practices.Hierdie artikel handel oor nabasiese-verpleegstudente se nadenke oor die wyse waarop hulle die pedagogie van dialogiese bemiddeling ervaar het. Hierdie studie het aandag gegee aan huidige debatte oor geskikte onderrigmetodologieë vir studente in so ‘n graadkursus en die rol van die verpleegkundige-opvoeder in hierdie opset. Die outeurs het ’n kwalitatiewe navorsingsbenadering gebruik en het die volgende navorsingsvraag gestel: Wat is studente se nadenke oor hul ervarings van dialogiese bemiddeling en die invloed daarvan op hul idees van onderrig en leer? Die studie het ’n spesiefike kohort studente (n = 248) wat ingeskryf is by ’n semesterkursus in ’n nabasiese verpleeggraadprogram aan ’n Suid-Afrikaanse universiteit ingesluit. Hulle is gevra om op drie oop vrae te reageer oor hul ervarings van ’n kursus wat betrokkenheid by ’n nuwe onderrig- en leerstrategie vereis en waar aktiewe deelname verwag word. Data is uit studente se skriftelike nadenke ingesamel en is ontleed deur vir herhalende temas en patrone te soek. Die bevindings het getoon dat studente uiterste vlakke van frustrasie aan die begin van die kursus ervaar het, aangesien hul bestaande onderrig en leer uitgedaag is. Hulle het ook die nuwe onderrigtegniek wat met hierdie pedagogie gepaardgaan veeleisend gevind. Nadat hulle egter die onderliggende beginsels en idees verstaan het, het hulle begin om die implikasies van hul eie leer- en onderrigpraktyke te verstaan.

Las mediaciones de la teoría y la práctica en la formación universitaria de profesionales de la visualidad

For decades the contemporary approaches to art education focused on what they refer to as its epistemological nature: its construction, reading and critical-reflexive processes, and from these the warp of theory and practice. A profound dialogic mediation between the interchangeable roles of educator/learner, producer/reader is attached to a constructivist approach of this mediation, which is conceived from the questions, the problematizations, the interaction, and a reflective and liberating practice. In this paper we analyze moments of good curricular performance in the university education of visual art students, taken from group projects at the Faculty of Fine Arts of the Instituto Superior de Arte (ISA) in Havana over the last decade.

Dialogic mediation in international groups of adolescents

Mediation is the action of a third party that helps two conflicting parties to reach a mutually acceptable settlement. This action implies promoting the parties’ empowerment and new narratives by facilitating their communication. The analysis of dialogue, and in particular of mediators’ dialogic actions in the interaction, is a way to gain an empirical knowledge of mediation. It shows the ways in which dialogue may promote empowerment and new narratives, enhancing active participation and sensitivity of the participants in interaction. This kind of analysis is applied to international camps for peace promotion involving small groups of adolescents from different countries. In particular, videorecordings and transcriptions of group meetings make it possible to highlight the kinds of dialogic actions used to help adolescents to keep their turns, as well as to support their initiatives and coordinate their reflections, thus managing their conflicts. By looking at how meditators use language in the interaction, research can help improving the theory and practice of mediation.

Promotion of participation and mediation in multicultural classrooms

This essay presents the theoretical framework and main results of a research on intercultural mediation which has been performed in eight multicultural classrooms of Italian secondary schools. Intercultural mediation is conceived as a form of dialogic communication which should empower empathic and equal relationships between the participants by changing the existent negative patterns (dialogic mediation). The empirical features of mediation have been investigated in the interactions between mediators and adolescents in the selected classrooms. The analysis demonstrated that some dialogic actions were effective in empowering students’ personal expressions, promoting effective reflections and new narratives about their relationships, and management of their conflicts. Two limitations of dialogic mediation emerged from the analysis: (1) dialogic actions were always effective in demonstrating mediators’ involvement and coordination with students, but they were only occasionally effective in promoting dialogue among students; (2) promotion of active participation was more frequently successful than coordination of reflection and conflict management.

Reclaiming the Wasteland: Samson and Delilah and the Historical Perception and Construction of Indigenous Knowledges in Australian Cinema

Reclaiming the Wasteland: Samson and Delilah and the Historical Perception and Construction of Indigenous Knowledges in Australian Cinema

Dialogic mediation in conflict resolution education

AbstractConflict resolution education is an interesting field for both teachers and experts. This contribution tries to understand how conflict management can be productive in the interaction between adults and children. For this purpose, the results of field research are presented; they concern videotaped interaction in classrooms and formal groups of children coordinated by adults trying to support children's conflict management. The data show the adults' dialogic actions, which may promote children's conflict management, as well as the problems and limitations of these actions, highlighting coordination between adults' dialogic actions and children's agency in conflict resolution education.

Forms of mediation: the case of interpreter-mediated interactions in medical systems

This paper analyses the forms of mediation in interlinguistic interactions performed in Italian healthcare services and in contexts of migration. The literature encourages dialogic transformative mediation, empowering participants’ voices and changing cultural presuppositions in social systems. It may be doubtful, however, whether mediation can actually be effective in changing the status quo of social systems. My research analyses video-taped interpreter-mediated interactions, focussing on the mediators’ translation activity, and on its relationship with the cultural presuppositions in the medical system. While occasionally a dialogic transformative mediation is achieved, mediation mainly supports a doctor-centred communication, preventing the empowerment of linguistic and cultural minorities. Il saggio analizza le forme di mediazione delle interazioni interlinguistiche in servizi sociosanitari italiani in contesti migratori. In letteratura, si incoraggia una mediazione dialogica trasformativa che dia voce ai partecipanti e modifichi i presupposti culturali dei sistemi sociali, ma si dubita anche che la mediazione sia efficace nel cambiare i sistemi sociali. Il saggio analizza alcune interazioni interlinguistiche audioregistrate, mettendo a fuoco la traduzione nel suo rapporto con i presupposti culturali del sistema della medicina. Sebbene possa anche realizzarsi in forma dialogica trasformativa, la mediazione promuove prevalentemente una comunicazione centrata sul medico, ostacolando la promozione delle minoranze linguistiche e culturali.

Lovers, Mothers and Lamias in Cocinar hombres by Carmen Boullosa

Carmen Boullosa's mid-1980s play Cocinar hombres deconstructs the discursive conscriptions of "femininity" via the dialogic mediation and, ultimately, dispersal of the extremes of the "good" and "bad" woman, effected through its exploration of both the celebrated and negated female body and social roles. While both the content of characters Ufe and Wine's dialogue and poetic intertexts suggested by details such as red shoes invoke the Hélène Cixousian imperative that women write through their bodies ("The Laugh of the Medusa"), the play also unravels syntactical speech and memory by culminating in the inverted sentence "Ya no recuerdas nada." This creates space in which the reader may feel inspired to experience both the solidarity and new language that Luce Irigaray imagines could exist prior to normative language ("When Our Lips Speak Together").

Transcendental Ontologism and Derrida's Reading of Husserl

THE PROSPECT OF DIALOGICAL MEDIATION IN THE DISPUTE BETWEEN HUSSERLIANS AND DERRIDEANS It is perhaps no accident that at precise juncture of Speech and Phenomena where Derrida characterizes that is to be problematized in his reading of Husserl, a move with the starting point to be found in precomprehension of sense of a word, privilege of question, `what is . '?, Heidegger is mentioned.1 Specifically, Heidegger's meditation on historical configuration of reversals of naive ontology by classical metaphysics and ontology is mentioned, and mentioned in terms of one of its most enduring themes (SP, p. 26), which, for Derrida, is continuance of metaphysics through (and perhaps in spite of) these reversals. Despite Derrida's apparent approbation of Heideggerian meditation, Heidegger's evocation at critical juncture in Derrida's reading of Husserl is accompanied by following somewhat cryptic remark: only by a superficial reading of Heidegger's texts that one could conclude that these texts themselves fall under these, Heidegger's, own objections (ibid.). Indeed, while Derrida thinks, without being able to go into it . . . that no one before has better escaped them, he nevertheless cautions that this does not mean, of course, that one often escapes them afterwards (ibid.). One cannot help wondering with respect to meaning of cryptic text of Derrida's whether Heidegger's complicated and seemingly ambivalent relationship to Husserl's phenomenology, to phenomenology's breakthrough discovery, looms on horizon, not so much as context but as pretext, for Derrida's own complicated and seemingly ambivalent relationship to Husserl's phenomenology. Indeed, to extent that it could be maintained that Heidegger's question asks not simply about Being of entities (beings), but about meaning of Being of entities, about possibility of encountering both entities and their Being in mode of phenomena, it would appear that, however critical stance of his thinking may appear with respect to actuality of phenomenology as a movement, specter of phenomenology's possibility, of its Husserlian possibility, must remain as pretext for Heidegger's question. Likewise, then, for Derrida, to extent that his reading of Husserl, of tradition, addresses issue of meaning of a sign in general, issue of significative showing as such, it would appear that, again, however critical his reading of Husserl on signs and showing, of Husserl's signs and showing, specter of phenomenology, in guise not only of its Husserlian possibility but of its putative encounter by Heidegger as an actuality in need of renewed possibilizing, must remain as pretext for Derrida's reading. Be as it may, my concern in what follows will not be to pursue pretext or pretexts for Derrida's reading of Husserl; nor, for that matter, to pursue pretext(s) for a Husserlian response to Derrida's reading of Husserl. I am interested in something that is, perhaps, rather different. To wit, my concern is something like this: why do able readers of same texts and insightful thinkers of same issues or matters themselves seem to come to such very different conclusions regarding both what these texts say and how these matters appear? More specifically, why do Husserl's texts appear for some readers to be spellbound by equation of Being with presence, of signification with non-indicative simple meaning, with result that these texts appear hell-bent on explaining constitution of terms of these equations by always framing them within finite subjective genesis of an ideality that is yielded by iterative/repetitive passage to a limit? And why for others does such a reading itself appear spellbound by an ontologization of a nuance, a nuance whose essence legislates against very terms of these equations as well as against their putative constitutive genesis? …