Disciplinary Dialogue Research Articles

Navigating Disciplinary Dialogues: An Exploratory Analysis of Dialogic Stance

A number of studies have focused on the analyses of theses, articles, and book reviews as academic genres, yet there are also other genres that have recently appeared in academic journals and need to be analyzed. One of these genres is the so-called “disciplinary dialogues,” which are relatively short academic texts written by experts to discuss a specific issue rather than reporting research. This study focuses on authors’ interaction in disciplinary dialogues. The data for the study is a specialized corpus comprised of 37 disciplinary dialogues published in a journal in the Applied Linguistics field. Discourse analysis was employed. The findings illuminate a rich array of writing strategies employed by authors to establish a dialogic stance, such as referring to other scholars/studies, asking rhetorical questions, explicitly showing disagreement/agreement, using hedging devices, using evaluative and reflective language, and suggesting future research ideas. The paper ends with the pedagogical and research implications of the findings.

Disciplinary dialogues: Exploring the association between classroom dialogue and learning outcomes within and between subjects in English primary schools

There is a large literature on the types of classroom dialogue that are theorised to be productive for learning; however, there is very little evidence for whether these forms of dialogue are more common, applicable or impactful in certain subjects. This mixed-methods study explored how dialogue unfolds in different curriculum contexts. Classroom dialogue was examined through naturalistic observations of English, mathematics and science lessons involving children aged 10–11 in primary schools in England. The Cambridge Dialogue Analysis Scheme (Vrikki, Wheatley, Howe, Hennessy, & Mercer, 2019) was used to investigate the frequency of key dialogue features in 72 lessons. Statistical analysis identified that reasoned dialogue is more frequent in mathematics and both English and mathematics have a proclivity towards more elaborated dialogue (clarifying/building on ideas) in comparison to science. Furthermore, relationships between student attainment and subject dialogues were examined in 63 lessons through multi-level modelling, revealing that elaboration of own and others' ideas (in conjunction with reference to the wider context) in English was associated with student attainment in reading and spelling, punctuation and grammar. No other significant associations between subject dialogues and student attainment emerged. The findings have highlighted that teacher professional development on dialogue should be sensitive to the disciplinary context.

So You’ve Provincialized the Canon. Now What?

Sociologists are engaging in a long-overdue reckoning about the place of the traditional canon in social theory courses and pedagogy. Instructors are revising their syllabi to include a more diverse set of authors while “provincializing” classics that have long been taught as universal. We confront the question of how to teach contested canonical works after an instructor has committed to this work. We argue that progressive reforms to theory syllabi can raise new problems associated with teaching “canonical” works and propose one way to address them with a flexible recipe designed to resolve tensions between pedagogical imperatives. An extended example from our experience teaching Durkheim’s The Elementary Forms of Religious Life is employed to illustrate our proposal. Our aim is to contribute to an ongoing disciplinary dialogue that will maintain theory’s central place in sociology’s identity while constantly asking what, and whom, it is for.

Towards a Synthesis of Two Research Programmes: Inference to the Best Explanation and Models of Scientific Explanation

ABSTRACT There are two important philosophical research programmes on explanation in the twentieth century—the search for an account or model of scientific explanation, and the defence of inference to the best explanation as a rational form of inference. These two research programmes have largely developed independently from one another. This paper argues that bringing the two research programmes in contact promises to yield fruitful discussion. I consider and reject two arguments for keeping the two research programmes separate. I outline several issues related to both research programmes that would benefit from inter(sub)disciplinary dialogue.

Enregistered spellings in interaction

AbstractAgainst the backdrop of the societal differentiation of literacy, the paper investigates spelling variation in digital written communication beyond the binary paradigm of standard and nonstandard. To this end, the paper proposes a formal classification of digital spelling variants and then focuses on the socio-communicative functions of these variants in usage. Theoretically grounded in the notions ofregisterandsocial indexicality, the paper discusses how spelling variants are metapragmatically ordered by social actors and deployed in text-messaging interactions in order to indicate interpretive context. To investigate these phenomena holistically, the paper furthermore presents a tripartite research framework that addresses digital writing regarding its I) structural variants, II) communicative practice, and III) reflexive awareness. Afterwards, this methodological approach is applied empirically. This is done based on a data set that includes samples of everyday literacy by 23 German adolescents: informal WhatsApp texting, on the one hand, formal school essays on the other. The exemplary analyses focus on phonostylistic spellings (e. g. elisions such as <ich hab> instead of <ich habe>) and graphostylistic spellings (e. g. graphemic substitutions such as <daß> instead of <dass>) in these WhatsApp interactions, reconstructing the metapragmatic status of standard orthography in digital writing. By combining structure-oriented, interactional, and ethnographic perspectives, the paper seeks a disciplinary dialogue by relating concepts of sociolinguistics and linguistic anthropology not only to research fields of media linguistics but also to research on writing systems.

Le rôle de la « narration située » en éducation thérapeutique des patients (ETP) : de l’information à la relation

This dossier brings together different proposals presented during the closing conference of the West Syndrome research program: construction of knowledge and singularity of family experiences (Fam-West). It was devoted to the therapeutic education of the patient (TPE) and its possible deployment in the context of the management of rare diseases. Today, the communication approach of the common formal TPE could be qualified as informational. In this approach, knowledge is transmitted in a linear fashion from the caregiver to the patient and the development of the device is based on the message, the communication supports and their adaptation to the target. But the TPE approach could also be thought of as one of the possible places for developing experiential knowledge, through which the knowledge and skills that patients can develop through illness are recognized. This dossier therefore intends to document the forms of incursion of the narrative within a specific care relationship that is the TPE, allowing at the same time to shed light on the way in which the health actors seize the narrative question in different contexts and also to bring new avenues of questioning relating to the relationship of TPE between caregivers, patients and those around them. It is from the angle of disciplinary dialogue that the place of storytelling in TPE has been questioned. This file thus crosses approaches in fundamental or interventional human and social sciences, engineering approaches or those of expert practitioners and patients who put theories and tools to work to bring about a "relational TPE" tomorrow by documenting its limits as well as its potential.

Notes on Post-Critique

This essay argues that a useful grammar for doing post-critique has emerged from a trans-, inter- disciplinary dialogue on post-critique. I further make three propositions in the essay. First, I suggest that postcritique is an additive critical practice where resources for cultivating thinking, reasoning and evaluating draws on a constellation of approaches that combines this and that and reinvigorates critique in new directions. Second, postcritique repairs a ‘negative’ enterprise of critique that has become a culture of teaching in academia and schools. Third, more affirmative pedagogies of postcritique could be more welcoming and considered to be more constructive in authoritarian context.

Joan Robinson Was the First Bastard Keynesian: There Is No ‘Perhaps’

Joan Robinson Was the First Bastard Keynesian: There Is No ‘Perhaps’

The Comedy Studies Reader

The Comedy Studies Reader

Estudios sociales del arte: una propuesta para su abordaje

El artículo propone una reflexión en torno a las estrategias metodológicas en los estudios sociales del arte. A partir de la importancia de la transdisciplinariedad para lograr una mirada que potencie el análisis social de los fenómenos artísticos, proponemos repensar los abordajes metodológicos que tradicionalmente se han utilizado para estudiar el arte, a fin de expandir la mirada. Se analizan dos estrategias metodológicas diseñadas para realizar estudios vinculados con el mundo artístico desde las ciencias sociales. Además, se avanza en la elaboración de una propuesta metodológica donde es fundamental la historización y localización concreta de los objetos, el diálogo disciplinar, la mirada reflexiva del investigador sobre su práctica y las instituciones académicas, y la construcción de un conocimiento pertinente para el mundo latinoamericano.

Stretching the Frontiers of Communication and Media Studies

Nico Carpentier is a renowned researcher in the field of communication and media studies. He published a large number of studies dealing with participation, media, media technologies, civil society, discourse analysis, power and communication rights. His scientific writing, always attesting its concerns of well anchoring its research theoretically. In this interview, Nico Carpentier discusses the significance of disciplinary dialogue within and beyond what he calls the “discipline/field” of communication and media studies. He argues, on the one hand, that disciplinary strength is fundamental because it allows the articulation of conversations within and between regional outbreaks (e.g. European, North American and Latin American) of the discipline/field. On the other hand, this stance favors an interdisciplinary opening that can reinforce the theoretical and empirical foundations of communication and media studies. Last but not the least, throughout this interview, Nico Carpentier gives access to his most recent research. These seek to highlight the empirical case of the Island of Cyprus ongoing conflicts, by analyzing the discursive-material knot of a participatory-agonistic assemblage (a community radio station)—these observations are discussed in his 2017 paper, The Discursive Material Knot: Cyprus in Conflict and Community Media Participation. Through this particular case, he is also interested in showing the links between the material and the symbolic per the study of representations, cultures and materialities—which results are presented in the article Cyprus and its Conflicts: Representations, Materialities, and Cultures (co-directed with Vaia Doudaki, 2018).

Leveraging biological insight and environmental variation to improve phenotypic prediction: Integrating crop growth models (CGM) with whole genome prediction (WGP)

A successful strategy for prediction of crop yield that accounts for the effects of genotype, environment and their interactions with management will create many opportunities for enhancing the productivity of agricultural systems. Crop growth models (CGMs) have a history of application for crop management decision support. Recently, whole genome prediction (WGP) methodologies have been developed and applied in breeding to enable prediction of crop traits for new genotypes, and thus increased the size of plant breeding programs without expanding expensive field testing. The integration of a CGM into the algorithm for WGP, referred to as CGM-WGP, has opened up the potential for prediction of G × E × M interactions for breeding and product placement applications. The main objectives of this study were to extend CGM-WGP methodology to train models using data from multiple environments, and to evaluate, using both synthetic and experimental data from a maize drought breeding program, whether CGM-WGP methodology can enable improved phenotypic prediction when G × E interactions are an important determinant of performance. The CGM-WGP methodology was improved by 1) reformulating the model as a Bayesian generalized linear hierarchical model, and 2) by sampling the posterior distribution using a Metropolis-within-Gibbs sampling algorithm. The increased efficiency of the algorithm enabled the use of multiple environments and larger populations than those used in previous studies. Synthetic datasets included three environments and an empirical dataset included two environments contrasting for drought stress pattern and intensity. The empirical dataset included four double haploid populations expressing different levels of G × E interaction. Collectively, the prediction accuracy results for the empirical study indicate there were realized advantages in prediction accuracy for yield, in both the water limited and the not water limited environments, from the modeling of the G × E interactions by the CGM-WGP methodology relative to the reference method BayesA. Similarly, the difference in CGM-WGP accuracy relative to BayesA increased with decreasing similarity between the environment types utilized for training and evaluating the predictions. The synthesis provided in this work that encompasses crop physiology and modeling, quantitative genetics, genomic prediction and breeding, should stimulate a cross disciplinary dialogue towards building the next generation of prediction methodologies.

Disciplinary Dialogues section: Perspectives on multimodal composition

Disciplinary Dialogues section: Perspectives on multimodal composition

Organizational trauma – Types of organizational forgetting in the case of Belgrade theaters

Organizational memory studies (OMS) frame memory in a managerial mode, treating it as a data storage, limiting the scope from wider field of social memory studies. There is a lack of understanding about how the process of institutional forgetting works and how some memories stay a part of oral narratives and communicative social memory while they are omitted from the official memory represented by the official documents and events of remembering. Inspired by Paul Connerton’s article on the typology of forgetting we explore his typology in selected case studies of three public theaters located in Belgrade, focusing on remembering policy and practices investigating if a type of forgetting typical for a state/society/nation level is possible to be applied in the context of a cultural organization. We agree with Wessel and Moulds that developing common language and terminology would be important and beneficial for cross disciplinary dialogue. In this sense, the study shows how the typology of forgetting in societies can be applied and developed in the organizational memory studies and cultural management. The focus of the research is the dynamics of remembering and forgetting explored through analysis of the interaction between changing context, official institutional memories, and social communicative memories.

Cross-Disciplinary Dialogue in Practical Theology

Christian beliefs are deeply implicated in “real” life. Practical theologians attempt to interpret time and situation and to search for the meaning of life in the light of Christian beliefs. Theology is interpretive, and such interpretive activity is practical in nature. For the purpose of providing meaningful interpretation on “the living human texts” situated in complex contexts and meeting their fundamental needs of existence, importance of conversation with other academic domains is more and more elevated in practical theology. While engaging in rational communication with other academic fields, practical theologians need to attentively articulate the models and methods of cross disciplinary dialogue. In this article, we will review four types of traditional approaches to the relationship between theology and science, and then three models of cross-disciplinary dialogue: correlational, transformational, and transversal.

Disciplinary Dialogues section: Arguing about argumentation in Second Language Writing

Disciplinary Dialogues section: Arguing about argumentation in Second Language Writing

Assessing the sociology of sport: On sport and the challenges of post-socialist countries

On the 50th anniversary of the ISSA and IRSS, one of the most important Eastern European scholars in the sociology of sport, Mojca Doupona Topič, reflects on the character of early engagement with the field by scholars in her region and the more recent challenges that scholars in post-socialist countries have in continued disciplinary dialogue. Doupona Topič notes the essential role that the IRSS played in publishing the work of Eastern bloc scholars in the formative years of the sociology of sport; here studies centred on the positive roles of sport in effective socialization and worker productivity with little focus on critical issues, such as violence, doping or other forms of deviance. More recent work has shifted from assessing the positive social roles of sport to understand sport’s role in national identities, its connection with globalization processes and in facilitating social change. A key challenge for scholars in post-socialist countries will be to recover from the economic crises of recent years so that they may re-engage with broader scholarly communities around the world and advance focus on how sport plays key roles, both positively and negatively, in national identity and development in newly independent countries.

Sitting on the Wall, Looking in: Some Reflections on the Critique of International Criminal Law

AbstractThis editorial explores some methodological difficulties that might be faced by the practice of the critique of international criminal law (ICL). It more particularly explores what it might mean to do an ‘internal’ critique of ICL, both on a disciplinary level and an intra-disciplinary level. The editorial also addresses two important issues: (i) the ambiguities of the normative agendas of critical legal scholars; and (ii) the difficulty of dialogue between critical legal scholars and positivists. The editorial concludes with the fact that while disciplinary dialogue might not always be possible, it will always take place on a personal, more complex level, in the Leiden Journal of International Law (LJIL) as elsewhere.

Editorial for inaugural issue of Journal of Brachial Plexus and Peripheral Nerve Injury

Today marks the publication date of the inaugural issue of the Journal of Brachial Plexus and Peripheral Nerve Injury [1]. My immediate thanks goes out to my co-editor in chief, Professor Rolfe Birch, Head of the Royal National Orthopedic Hospital Peripheral Nerve Unit, in London, U.K. Professor Birch is a living encyclopedia of the history and development of peripheral nerve injury management and has been an invaluable personal and scientific resource for guiding the journal from initial planning to the first steps it is taking now. Our aim is that the journal will be the pre-eminent repository of knowledge for brachial plexus and peripheral nerve injury science. Injury in this context does not imply trauma alone, but any derangement of the anatomy, physiology or biochemistry that results in an altered state of functioning, truly an unlimited scope for a fascinating and important field. The journal is in open access format, in my view the only relevant such model in these times where information must be freely available to all. The traditional subscription-based model inherently denies free access to knowledge and seems contrary to the spirit of scientific thought. In support of this concept, we have arranged with BioMed Central to subsidize the costs of publication for the first two years of publication. Therefore, there are no barriers to publication of high quality science or to access to this knowledge. It is very important to note that all submissions, upon approval by our peer review process, are immediately indexed in PubMed and archived in PubMed Central, the full-text repository of the United States National Library of Science. Many other growing indexers such as Google Scholar will also display our articles, making them more widely read and accessible than any other system. Our goal is to have a rapid peer review process, and we will make every effort to make an initial decision within 6 weeks of submission. The peer review process will match knowledgeable reviewers with submitted manuscripts to produce high quality articles of interest and scientific merit. The process is confidential so that criticisms and revisions are made in the fairest manner possible. The final decision on publication will be made by the editors in chief. We will look for submissions of interesting and important scientific information that hopefully will have clinical application. This focus does not deny the relevance of basic research, it embraces it: the future of nerve injury management lies in manipulation of molecular mechanisms, less so in classic surgical and medicinal treatments. Whether there are obvious clinical implications or not, high quality research of all types will be nurtured and presented with pride in the journal. One of the main goals of our endeavor is to cultivate cross disciplinary dialogues to enhance our understanding of mechanisms and to develop strategies for treatment of various disorders. As an example, a neurologist may be interested to know the potential application of surgical techniques such as nerve transfer to upper motor neuron lesions like stroke that are not fully treatable with medicines; conversely, surgeons should be aware of potential sensory and motor imbalances typically see by neurologists which may be candidates for surgical treatment. And both groups will enhance their management of patients by knowledge of breakthroughs in underlying molecular mechanisms. Prior to today's inauguration Journal of Brachial Plexus and Peripheral Nerve Injury, there has been no single, dedicated place to discuss these critical issues. We have the opportunity to improve the quality of life of so many people in developing countries and otherwise disadvantaged situations. The talent and determination of our readers is a resource with unlimited potential and we have this as a motive to produce and foster new scientific thought for the benefit of the community affected by brachial plexus and nerve injury. This is the most exciting concept of all. I look forward to a most interesting future for Journal of Brachial Plexus and Peripheral Nerve Injury and for the International Society for Brachial Plexus and Peripheral Nerve Injury [2]. Our editorial board includes world leaders in all areas of our field and a comprehensive international distribution. There is every reason to expect that we will set new standards for the study of peripheral nerve injury and in the process improve public health significantly. I thank our editorial board and our contributors and readers for their interest and efforts in advancing this worthy cause.

COMPETENCIAS BÁSICAS PARA LA SOSTENIBILICAD: UN ANÁLISIS DESDE EL DIÁLOGO DISCIPLINAR

This paper is based on a qualitative study whose aim is to provide contextualized proposals for the development of competencies for sustainability in the learning process in degrees of pre-school and primary education teachers from the University of Valencia. METHOD. From prior considerations and regarding normative and conceptual references that frame the object of study, we have applied the methodology of disciplinary dialogue in a focus group consisting of 7 teachers and two members of the research team. Nine two-hour sessions were filmed, recorded, transcribed and subjected to a process of qualitative analysis. This was done in three phases: a) categorization; b) conceptualization; and c) theorizing. To discover categories of concepts we began with open encoding, using our own software application, which is similar to qualitative analysis tools currently available on the market. RESULTS. And after the relevant categorization and conceptualization of the analysis was carried out, a situational theory was developed using an array of basic competencies for sustainability, integrating cognitive, attitudinal and procedural dimensions. DISCUSSION. The inability to assess competencies is questioned, so a proposal of performance indicators is presented, which represents the situational theory emerging from the present study.