Dialogic Turn Research Articles

Dialogic Turn in Constitutionalism: <span>An Analysis of the Conditions for its Appearance</span>

Dialogic Turn in Constitutionalism: <span>An Analysis of the Conditions for its Appearance</span>

The Dialogic Turn in Language Study

Abstract Over the past hundred years, linguistic schools have put forward and adopted either divergent or convergent positions regarding what language consists of. In this paper, I shall examine the dialogic turn in language study (i.e. language use is dialogic use, any action is dialogically directed either initiatively or reactively) so that readers can get an insight into the complexity of human communication. After the overview, I shall focus on some integrated components derived from the complex whole of dialogic action such as teaching, culture, business, courtroom interaction with a view to identifying the advantages of embracing dialogical theories of language and meaning.

The dialogic turn in cognitive linguistic studies: From minimalism, maximalism to dialogicalism

Theoretically speaking, semantic minimalism and semantic maximalism are two current dominant assumptions on the nature of meaning in the linguistic communication. The former lays more emphasis on the syntactic basis of sentence meaning, while the latter stresses much over the pragmatic properties of utterance meaning. This paper, grounded on the studies of dialogicalism from the perspective of philosophy of language, and of the distinction between type-level sentence and token-level sentence from the perspective of schema–instance cognitive principle and cognitive construction grammar, advocates the cognitive dialogic construction grammar approach to the meaning in linguistic communication. According to the basic claim of this approach, the adjacent two utterances in a conversation are construed as the instantiations of a shared schema in the view of schema–instance cognitive principle. The interactions between speaker, hearer, and utterances in a conversation significantly imply the nature of meaning constructed in the linguistic communication, namely, being temporary, dynamic and dialogic construction-based. The cognitive dialogic construction grammar approach to the construction and acquisition of meaning indicates the ideology of dialogicalism and the dialogic turn in the current studies in Cognitive Linguistics, meanwhile throwing light on the studies on conversational analysis as well as language acquisition.

A History Shaped by Futures Past: Art, Artists, and the Dialogic Turn at the Smithsonian National Museum of African Art

A History Shaped by Futures Past: Art, Artists, and the Dialogic Turn at the Smithsonian National Museum of African Art

Percepciones de las familias inmigrantes latinoamericanas en España sobre el espacio educativo: giro dialógico-decolonial

El giro dialógico, característico de la actual sociedad compleja, está cambiando la manera en que se trabaja en el ámbito socioeducativo con personas en riesgo de exclusión social. Este cambio se ha extendido a su investigación. La población inmigrante latinoamericana en Europa, sobre todo mujeres, niños y niñas constituye parte de este colectivo. Desde esta premisa, el estudio analiza los procesos comunicativos de las familias latinoamericanas en espacios educativos, alcanzando seis categorías de análisis y distinguiendo si esas interacciones generan dinámicas excluyentes o transformadoras. Participaron treinta personas procedentes de seis países de Latinoamérica. Se parte de una metodología comunicativa crítica de corte cualitativo como vía para optimizar opciones que permitan superar las desigualdades producidas por el pensamiento neoliberal frente al decolonialismo.

What's in the 'co'? Tending the tensions in co-creative inquiry in social work education

Higher education is one of many fields of practice that have undergone a so-called ‘dialogic turn’ whereby processes of co-creation proliferate as a means of generating knowledge. According to dialogic ideals, co-creation harnesses the transformative potential of dialogue across difference and empowers participants as co-learners or co-researchers. But what does the ‘co’ of ‘co-creation’ entail in practice? The aim of the article is to explore the tensions in the ‘co’ of co-creation through critical, reflexive analysis of the enactment of one particular approach to co-creation, ‘Academic Co-Creative Inquiry’ (ACCI), in a social work course in a higher educational institution in Aotearoa New Zealand. Using the Integrated Framework for Analysing Dialogic Knowledge Production and Communication (IFADIA), the analysis identifies tensions arising in the interplay between top-down and bottom-up dynamics in a contested terrain of dialogic and neoliberal discourses. It is argued that ACCI’s and IFADIA’s reflexive sensitivity in relation to tensions offers some resistance to neoliberalism in higher education.

Contributions for Eradicating Gender Violence

In this article, we analyze the case of a women’s group that works within a democratic adult education movement that uses some principles of the Communicative Methodology as their methodological foundation. In this group, housewives, domestic workers, women without university degrees, and immigrant women meet with researchers and academic women to engage in egalitarian dialogue and reflect together about the causes of gender violence and the strategies to overcome it. The communicative basis of the group’s organization reflects how the dialogic turn of societies has moved through diverse spaces and contexts of human interaction and knowledge creation, such as feminism. In this group, knowledge of both daily life and international research are integrated through women’s dialogue. Critical thoughts and knowledge emerge and have a transformative impact on preventing and overcoming gender violence.

Towards a Conceptualization of Dialogic Leadership

In 1968, Freire included in his work the need of dialogue for those acting as leaders. Since then, leadership has been widely addressed by authors around the world and different conceptual frameworks have been developed. The role of dialogue for leading change has been significant across different social and educational movements. Educational research has advanced knowledge on using a dialogic approach for mobilising schools and communities. Building on the research conducted under the INCLUD-ED project, schools and communities together engaged in participation processes that enabled teachers, children, families and community members to lead the transformation of their schools. Based on a first attempt to theorise this phenomenon, this article explores the concept of dialogic leadership and accounts for the contributions in educational and teacher leadership oriented to promote change and improvement. First, a general overview of the relevance of dialogue in the dialogic turn of societies and social sciences will be provided. Second, the role of dialogue in different leadership models will be analysed considering especially the relevance granted to dialogue in the teacher leadership model. Third, a conceptualisation of the model of dialogic leadership will be proposed to end with final remarks highlighting the relevance of conducting empirical work to further elaborate on this conceptualisation.

The connection between language and the world: a paradox of the linguistic turn?

Alex Gillespie and Flora Cornish draw on the dialogic turn as they consider that, in order to interpret the meaning of an utterance, it is necessary to emphasize its contextual nature. Among other aspects, they address what context is and what is being done while speaking. Taking these two issues as point of departure, it is worth pondering on (1) what revolves around language and what the status of nonlinguistic semiotic systems is for the philosophers of language, (2) Umberto Eco's critique of the Philosophy of Language, which has not problematized the pre-linguistic relationship with things, and (3) how ontogenesis may shed light on this scheme where linguistic and nonlinguistic aspects are inevitably interrelated. I will reflect on the pragmatic aspects in adult-child communication at its pre-linguistic level. I will underscore the key role played by the object as a complex referent and as a tool for communication.

Book review: Louise Phillips, The Promise of Dialogue: The Dialogic Turn in the Production and Communication of Knowledge

Book review: Louise Phillips, <i>The Promise of Dialogue: The Dialogic Turn in the Production and Communication of Knowledge</i>

Translation and the Metaphor of Relation: Confluences of Answerability

This article aims to explore the blurred lines of thoughts on the spirit of translation as a synthetic sign of interaction between the abundant science of cognition and the philosophy of the unfinalized dialogism of the Russian cultural theorist and social philosopher Mikhail Bakhtin (1895-1975). First, it shows the ineluctable view of cultural differences as a house to translation. Second, because humans are different, the article proceeds to reflect the interplay of some views on culture, language and thought, seeking to envisage the confluent relation of the dialogic trans-formation of the act/tact in translation at play. Third, the metaphor of relation is illustrated through the one postcolonial example in the particular setting of the Israel-Palestine political conflict in language. Together with such lines of confluence came a belief about the holistic architectonics of translation in the development of an attitude towards the ‘dialogic turn’ of ‘answerability’ in translation in the future.

Louise Phillips: The Promise of Dialogue. The dialogic turn in the production and communication of knowledge. Amsterdam/Philadelphia: John Benjamins. 2011.

Louise Phillips: The Promise of Dialogue. The dialogic turn in the production and communication of knowledge. Amsterdam/Philadelphia: John Benjamins. 2011.

From Constructivism to Dialogism in the Classroom. Theory and Learning Environments

This paper discusses the move from learning theories from the industrial society to learning theories from and for dialogic societies. While in the past intrapsychological elements, such as mental schemata of prior knowledge, were the key to explain learning, today theories point to interaction and dialogue as main means for achieving deep understandings of the curriculum. Concepts arising from psychology and sociology are essential to understand this new conceptualization of learning: dialogic learning, which implies a historico-cultural analysis of mind and the concept of communicative action. This dialogic turn in the explanation of learning has also found its manifestation in classrooms. The Interactive Groups is one learning environment grounded in the theory of dialogic learning which leads to improved academic achievement and coexistence. The article points out some of the dialogic elements of Interactive Groups which explain those results, illustrating how the dialogic construction of knowledge can be favored in classrooms worldwide.

Out of the Ghetto: Psychological Bases of Dialogic Learning

The conception of learning in the information society has been affected by the dialogic turn of educational psychology. The effective teachinglearning processes respond more and more to the communicative conception of learning in which dialogue and interaction are key elements. In this framework, the dialogic learning emerges as an interdisciplinary conception that collectscontributions from psychology of education, particularly from sociocultural theory, and from those contributions that have located learning as the result of social interaction. This article presents the psychological basis of dialogic learning on the basis of which it is developed this eminently communicative and transformative conception. Specifically, it focuses in five of the seven principles of the dialogic learning of which it is illustrated with the voices of teachers, families and students, by means of the collected data in an elementary school of an underprivileged area in the south of Europe.

Taking a stance on emotion: affect, sequence, and intersubjectivity in dialogic interaction

AbstractThis paper explores the domain of affect and emotion as they arise in interaction, from the perspective of stance, sequence, and dialogicality. We seek to frame the issue of affective display as part of a larger concern with how co-participants in interaction construct the socioaffective and sociocognitive relations that organize their intersubjectivity, via collaborative practices of stance taking. We draw mainly on two research traditions, conversation analysis and the dialogic turn in sociocultural linguistics, focusing on their treatments of affect, emotion, and intersubjectivity. Key ideas from the respective approaches are the role of sequence in shaping the realization and interpretation of stance, and dialogic resonance as a process of alignment between subsequent stances. We present a view of stance as a triplex act, achieved through overt communicative means, in which participants evaluate something, and thereby position themselves, and thereby align with co-participants in interaction. Alignment is argued to operate as a continuous variable rather than a dichotomy, as participants subtly monitor and modulate the “stance differential” between them, while often maintaining a strategic ambiguity. Finally, we comment on the rich contributions to the study of stance, affect, and intersubjectivity in interaction made by the collaborators in this special issue.

The rules of engagement: Power and interaction in dialogue events

This article reflects on the "dialogic turn," focusing on one analytical framework for understanding the wide range of processes that fall under the rubric of engagement. The notion of power-in-interaction is explored using a case study of informal dialogue, the Dana Centre, London. Using this framework I argue that we can understand public engagement events as hallmarked by conflict, but that this conflict emerges not in differing assessments of the value of different forms of knowledge but around the very form of a dialogue event; similarly, I suggest that the content of talk indicates that imposed hierarchies are continually re-negotiated. In concluding I reflect on some implications of using power in the analysis of engagement.

Critical Communicative Methodology: Informing Real Social Transformation Through Research

The critical communicative methodology (CCM) is a methodological response to the dialogic turn of societies and sciences that has already had an important impact in transforming situations of inequality and exclusion. Research conducted with the CCM implies continuous and egalitarian dialogue among researchers and the people involved in the communities and realities being studied. To this dialogue, researchers bring existing scientific knowledge, and the researched subjects contribute knowledge from their lifeworlds. In this process, new understandings emerge informing solutions to many social problems. Later, social actors lobby for the development of effective social policy based on those solutions. This article presents the CCM, its main principles, techniques, and achievements relating them to the life and person of Jesús Gómez (“Pato”), who deeply engaged in the development of this methodology, always with passion and intellectual rigor and a profound commitment to social justice.

Ten Years of Critical Communicative Methodology

The critical communicative methodology has been developed by the Center of Research in Theories and Practices that Overcome Inequalities, CREA, as a research response to the dialogic turn of societies and sciences. It stresses that egalitarian dialogues between the scientific community and the lifeworld of the researched subjects are necessary to reach greater levels of social justice. For this dialogue to occur, the critical communicative methodology involves participants in all the stages, from the definition of the research questions until the interpretation and dissemination of results. In this article, we explain in depth the critical communicative methodology, its differences with other research approaches, the characteristics of the communicative organization of research studies, the communicative techniques for collecting empirical materials, and the communicative analysis. We also provide examples of the socio-political impact of Spanish and European research studies conducted with the critical communicative methodology to show the multiple ways through which dialogic research contributes to transform reality and improve the lives of the groups studied. The article is also a historical narrative that shows the ongoing development and impact of the critical communicative methodology over its now ten years of history.

Analysing the dialogic turn in the communication of research-based knowledge: An exploration of the tensions in collaborative research

Tensions have been identified in the shift to dialogue whereby researchers produce and communicate research-based knowledge in interaction with different social actors. This paper draws on three perspectives on those tensions— science and technology studies analyses of public engagement, action research and dialogic communication theory—in order to explore how the tensions are articulated in the communication processes that are integral to the co-production of knowledge in a case study of collaborative research about virtual worlds. The data analysed are based on the workshops where the collaborating actors (university researchers and practitioners) co-produce knowledge through communication processes in which different expert-identities and knowledge forms are negotiated. The analysis explores the balancing-act between imposing control on the research process and opening up for a plurality of voices. The paper concludes with a discussion of the value of a reflexive approach for the analysis and design of dialogic research communication.

Communication Ethics: The Dialogic Turn

This essay reviews a community of memory about communication ethics scholarship, updating Ronald C. Arnett's “The Status of Communication Ethics Scholarship in Speech Communication Journals from 1915–1985” and outlining the evolution of communication ethics scholarship: (1) identifying metatheoretical surveys of the literature, (2) engaging Kant's metaphor of “ought” to understand communication ethics as a “good,” and (3) reviewing scholarly journal articles addressing communication ethics categorized into six separate themes with a significant scholarly article serving as standard-bearer for each theme. The final contribution of this work frames the theoretical and practical movement from a communication ethic to the postmodern reality of a multiplicity of communication ethics. The “dialogic turn” embraces this multiplicity of “goods”, seeking to meet, learn from, and negotiate with difference.