Practice Of Dialogue Research Articles

Conceptualizing the peer contribution in Open Dialogue practice.

In English mental health services, people with their own experience of mental distress have trained as Open Dialogue practitioners and have been employed as peer practitioners, co-working as equals alongside workers with professional backgrounds in Network Meetings. The conceptual underpinnings of the peer practitioner role have been drawn from the principles and relational approach of Intentional Peer Support. These have significant similarities with Open Dialogue, in terms of philosophical and theoretical orientations, with a particular focus on what happens in the "between" of a relational encounter. However, there are also significant differences in how practice principles are conceptualized, particularly around areas such as mutuality and self-disclosure. This article offers an analysis of this conceptual territory drawing on the relevant literature. This is then taken forward with the teasing out of specific practice principles that capture the unique contribution that peer practitioners can bring to Open Dialogue practice. These are derived through discussions that took place in an Action Learning Set for peer practitioners who have been involved in delivering Open Dialogue services in mainstream mental health service settings. This was part of a wider research study entitled Open Dialogue: Development and Evaluation of a Social Network Intervention for Severe Mental Illness (ODDESSI). The principles address how peer practitioners may be particularly well-placed to offer attunement, validation, connection and mutuality, and self-disclosure - and hence how they may be able to contribute an additional dimension to dialogical practice.

Is evidence‐based L2 pedagogy achievable? The research–practice dialogue in grammar instruction

AbstractThis study investigated the influence of teachers’ experience with research‐related activities on their current grammar teaching practice and research engagement for second language (L2) grammar instruction. Survey responses were collected from 701 Korean L2 English teachers and were analyzed with exploratory factor analyses and logistic regressions. This study found four major findings, irrespective of the level of teachers’ prior experience with research‐related activities. First, there was a marked discrepancy between teachers’ grammar instruction and pedagogical recommendations of form‐focused instruction studies. Second, in‐class environment was the most influential element in shaping their grammar instruction. Third, more research‐related activities in the past did not lead to noticeable research engagement in the present. Fourth, lack of external support was the biggest hindrance to teachers’ research engagement to implement evidence‐based grammar instruction. However, prior research‐related experience appeared to nudge teachers into acknowledging the value of research while also causing them to be more cognizant of the limited relevance of research to their grammar teaching practice. I argue that the irrelevance of research can be a more serious obstacle to teachers’ research engagement in the long term and L2 pedagogy literacy of researchers is a prerequisite for research‐informed pedagogy to be achievable.

Fostering University Students’ Motivation through Dialogic Classroom Practices: A Conceptual Model

This conceptual paper presents a model for engaging students and promoting motivation through dialogic classroom practices. The author argues that fostering dialogic teaching and learning in the classroom can positively impact student motivation and learning outcomes. The proposed model highlights the importance of creating a classroom environment where students feel comfortable sharing their ideas and engaging in meaningful discussions. This conceptual article is lensed within transformative paradigm, presenting dialogic pedagogy as a concept analysed using conceptual analysis. Dialogic pedagogy was presented, and the key assumptions, such as promoting classroom dialogue, valuing all voices, emphasising social knowledge construction, and instructors acting as facilitators of learning, were discussed vis-à-vis its correctional tendencies with student motivation and learning outcomes. The paper also highlights the potential benefits of dialogic classroom practices for diverse and borderless student populations. The conclusion is that promoting classroom dialogue, valuing all voices, emphasising social knowledge construction, and acting as facilitators of learning are dimensions to enhance student motivation towards learning outcomes. The paper offers a valuable contribution to the literature by providing a comprehensive framework for educators to effectively engage and motivate their students through dialogic practices.

Practices of Dialogue, Dialogues in Practice

Practices of Dialogue, Dialogues in Practice

Constituting climate change in dialogic practice

Abstract In this essay, I present data from a regional climate conference to demonstrate how speakers engage in dialogic practice to constitute a moral universe of climate actors. I employ the notion of the science-policy-practice dialogue to introduce three identity categories – scientist expert, elected policymaker, and practitioner – which participants use to position themselves and relate to others and their environments. Using discourse analysis, I attend to the membership categorization devices speakers use to deploy these identity categories and constitute the cast of climate characters. Speakers assign themselves and others to identity categories by making claims to enoughness, which are then used to establish expectations and justify actions.

Tarot as affective cartography in the uneven Anthropocene

In the context of anthropogenic climate change, this article critiques the prevalence of ocularcentric strategies, such as spectacular large-scale artworks and data visualizations, questioning the epistemological assumptions underpinning them. The author proposes Tarot, a dialogical practice unfolding through a deck of cards, often used for divination or occult purposes, as a valuable method for addressing the cognitive and affective messiness of climate crisis. This article examines three socially engaged art practices centring Tarot – James Leonard’s The Tent of Casually Observed Phenologies (2017–), Adelita Husni-Bey’s The Reading/La Seduta (2017) and Denise Ferreira da Silva and Valentina Desideri’s poethical readings (2015–). These case studies advance an understanding of Tarot as affective cartography, foregrounding the embodied and interpretive labour of negotiating connections across different crises and contradictions. Tarot provides a social context to experiment with new possibilities, unsettling ‘rational’ habits of thought and rethinking the practice of ‘making sense’ in the uneven Anthropocene.

Dialog międzypokoleniowy w perspektywie doświadczeń macierzyńskich matek dorosłych dzieci

An article is part of a discourse concerning intergenerational dialogue and its importance in the contemporary realities of social life. The subject is shown in the perspective of maternal experience of mothers with adult children. Looking at intergenerational dialogue in this perspective is a new approach and, importantly, it is an excellent space through which, like in a mirror, one can see whether and how this dialogue between generations is taking place. The basis for the analyses constituted narrative interviews with women/mothers of adult children. Two aspects of the dialogue have been shown, namely the understanding of one's motherhood revealed in the narratives, embedded in relations between generations, and the resulting practices of intergenerational dialogue regarding the provision of the mother's role. The article ends with an attempt to critically look at the intergenerational dialogue. Keywords: dialogue, intergenerational dialogue, motherhood, motherhood of mothers of adult children

“We are snowflakes”: Minor transnationalism and the cultural resilience of slash fanfiction community in China

This article examines the cultural resilience of the Chinese slash fanfiction subculture. Popular among Chinese youth, the writing and reading of slash are subjected to increasingly stringent regulations due to changes in the political environment. Drawing from the theoretical framework of minor transnationalism, the current study situates the development of the Chinese slash community in the context of post-socialist reform and globalization, arguing that slash fanfiction is a form of non-institutional, border-crossing cultural practice that challenges orthodox heteronormativity in nationalistic discourses. Foregrounding the double-edge-sword role of digital platforms, this article dissects the cultural resilience of the Chinese slash community—manifested as various strategies in keeping the viability of their cultural practices, including cultural enclosure, border-crossing platform-switching, and social media activism. This article contributes to the study of subcultures by bringing a transnational perspective that focuses on continuous, resilient cultural practices in negotiations of alternative cultural and political agendas. Methodologically, it also contributes to social media ethnographic research by testing out a comprehensive toolkit that combines close reading with computational text-mining and visual network analysis in the analysis of multimodal social media discourses.

It’s All About “Being There”

Ethnomusicologists often move into the field to observe, analyse, and describe the knowledge creation and negotiation practices of a musical tradition. However, the scenarios caused by the COVID-19 pandemic have proven to be a challenge to the practice of our ethnographic work. We were prevented from going to the field and musicians could not meet physically to develop their musicking, partially transferring their practices to various digital platforms. Although the pandemic confronts us with previously unthinkable challenges, some of these situations are not new if we think about musical practices like those of TikTok. Beyond the time of the pandemic, these practices have already shown to be a challenge for various theoretical and methodological conceptions of our ethnographic work, since they do not materialize in concrete practices in a given place. In this article, drawing on my ethnographic research on TikTok musicking from an Austrian perspective, as well as my reflections as an ethnomusicologist during the time of the COVID-19 pandemic, I will discuss the idea of musical geography through practice, as well as the concepts of presence and co-presence, to critically reflect on the ideas of “being there” or “being present”, so important in ethnographic work. In addition to these reflections, I will examine and discuss various experiences lived throughout the musicking of TikTok under a multimedia reality before and during the pandemic, in order to discuss the idea that musical geography through practice can change our perspectives on the field pre- and post-pandemic.

Dynastic dilemma in South Asia: influence, networks and shamefacedness

ABSTRACT This article contributes to the growing literature on political dynasticism in contemporary South Asia and shifts the focus from the much-debated national level dynasties to the usually ignored dynasties operating at subnational and regional levels. Analytically, it investigates the ‘moment’ of succession, conceptualised as the period when new heirs are actively enrolled in a dynastic formation. Such moments of succession can be perilous moments for dynastic formations, potentially disrupting its routine functioning style. And yet, these moments allow a clear identification and opportunity for analysis of the specific dilemma that all political dynasties have to negotiate. This dilemma can be described as follows: how to reconcile (1) the need to project emerging dynastic heirs as extraordinary beings embodying the special qualities of the original dynast, with (2) the equally pressing need to downplay inherited dynastic privilege – conceptualised here using Louis Dumont’s idea of ‘shamefacedness’ – often portrayed as an illegitimate source of power and influence in postcolonial South Asia. A successful succession, as this article argues, relies on the ability to negotiate this dilemma. To demonstrate this negotiation in practice, the article analyses two cases of dynastic succession: Abhishek Banerjee in West Bengal, India and Serniabat Sadiq Abdullah in Barishal, Bangladesh.

Dialogical practices for imagined lines

Imagined lines are proposed here as a phenomenon found in concepts, mental imagery, and metaphors. This essay has three parts to highlight the multimodality of imagined lines: a video, an audio track, and a written component. The writing introduces practices, frames the artistic works, and describes and considers the breadth of what an imagined line could be. The audio and video works give context to the writing and communicate in their medium the experience of imagined lines that appear in other modes. The body is used here as the starting point for examining its traces and how that helps us to understand ideas like straight, interference, and listening. This essay proposes that a closer examination of imagined lines can bring unrelated topics into proximity. Simultaneously, the work suggests there are benefits when paying attention to incorporating and using imagined lines in our thinking. By bringing what is often unnoticed into our awareness, we can make direct relationships between the intangible and tangible.

Discussing physical restrictions in care plan meetings between family members of residents with dementia and nursing home staff.

In long-term dementia care, caregivers face a dilemma. On the one hand, they need to respect the residents' right to self-determination, but on the other hand, they sometimes rely on physical restraints to deal with potential violence and self-destructive behavior. The issue of self determination is further complicated by residents often depending on family members as advocates in decision-making. In this article, we examine 15 care plan meetings to identify the professional practices of discussing the physical restrictions posed to residents with severe dementia. Our method is conversation analysis. Our analysis demonstrates that staff members' practices involve informing, accounting, and agreeing on the goals rather than on the methods of physical restraining. Staff members tend to first inform family members about the principles of restraining and then account for the use of restraints. Accounts highlight the problems that can be avoided and the benefits that can be achieved by limiting residents' actions. Consequently, the family members' role in the discussion is to accept the decision that has already been approved by authorities. As the staff members highlight the aim of protecting the well-being of the resident, the family members tend to respond with overt agreement and even promote the use of restraints. Current negotiation practices provide insufficient opportunities for family members to advocate for residents. Therefore, we recommend involving family members in decision-making about restraining at an earlier stage, adjusting the protocol in care plan meetings, and engaging the family in minimizing and preventing restraints. In general, staff members should pay more attention to the residents' experiences and the family members' lifeworld knowledge of the residents.

Navigating the patriarchal bargain: Compliance with and negotiation of menstrual customs in Kathmandu, Nepal

Previous research on menstruation in Nepal has focused on severe forms of menstrual customs, emphasizing hygiene and sanitation. Little research attends to women's compliance and negotiation of menstrual practices. We employ qualitative analysis to examine how compliance with and negotiation of menstrual customs changes over a woman's lifetime. Drawing on semi-structured interviews with 71 women living in urban Kathmandu, Nepal, we argue that women engage in the ‘patriarchal bargain’ when making strategic choices regarding which menstrual practices to follow. Menstrual customs are stringent during menarche, with flexibility granted to married women with children. Women's ability to negotiate practices increases with age, education, income, and when they maintain control over their residence. Women also follow menstrual practices to preserve their image as virtuous women and access resources. The current study highlights how women gain agency within concrete gendered constraints.

Characterizing facilitation practices of learning assistants: an authoritative-to-dialogic spectrum

BackgroundLearning assistants (LAs) increase accessibility to instructor–student interactions in large STEM lecture classes. In this research, we used the Formative Assessment Enactment Model developed for K-12 science teachers to characterize LA facilitation practices. The Formative Assessment Enactment Model describes instructor actions as eliciting or advancing student thinking, guided by their purposes and the perspective they center as well as by what they notice about and how they interpret student thinking. Thus, it describes facilitation practices in a holistic way, capturing the way purposes, perspectives, noticing, interpreting, and actions are intertwined and working together to characterize different LA actions. In terms of how perspectives influence actions, eliciting and advancing moves can be enacted either in authoritative ways, driven by one perspective that has authority, or in dialogic ways, driven by multiple perspectives. Dialogic practices are of particular interest because of their potential to empower students and center student thinking.ResultsOur analysis of video recordings of LA–student interactions and stimulated recall interviews with 37 introductory physical science lectures’ LAs demonstrates that instead of as a dichotomy between authoritative and dialogic, LA actions exist along a spectrum of authoritative to dialogic based on the perspectives centered. Between the very authoritative perspective that centers on canonically correct science and the very dialogic perspective that centers the perspectives of the students involved in the discussion, we find two intermediary categories. The two new categories encompass a moderately authoritative perspective focused on the LA’s perspective without the claim of being correct and a moderately dialogic perspective focused on ideas from outside the current train of thought such as from students in the class that are not part of the current discussion.ConclusionsThis spectrum further adds to theory around authoritative and dialogic practices as it reconsiders what perspectives can drive LA enactment of facilitation other than the perspective of canonically correct science and the perspectives of the students involved in the discussion. This emerging characterization may be used to give LAs and possibly other instructors a tool to intentionally shift between authoritative and dialogic practices. It may also be used to transition towards more student-centered practices.

Introduction: Power to the image! Science, technology and visual diplomacy

AbstractThis special issue explores the power that images with a techno-scientific content can have in international relations. As we introduce the articles in the collection, we highlight how the study of this influence extends current research in the separate (but increasingly interacting) domains of history of science and technology, and political science. We then show how images of different types (photographs, cartoons and plots) can inform inter-state transactions through their public appeal alongside the better-studied dialogic practices of the diplomatic arena. Finally, we offer an analysis of the interlacing of different diplomatic tracks based on words and images and conclude that, in contrast with words, images conflate agency and argument, therefore creating opportunities to inform transactions and negotiations which their designers may not have even intended.

The science of bridging differences and the dialogic transformation of conflict: a case study from «This is Us»

In a climate of increasing social and political polarisation, there is much interest in dialogue and bridging differences. This article investigates the dramatisation of dialogic conflict resolution, examining how the psychological science of bridging differences can be utilised to create realistic and emotionally engaging narratives that highlight the transformative impact of dialogue on character development and relational dynamics. Relational conflicts have long been recognised as possible catalysts for character transformation, and complex narratives (Mittell, 2015) are particularly appropriate for a nuanced representation of characters’ psychological experiences throughout the process. This study draws upon extensive psychological and communication research on bridging differences compiled by Shigeoka et al. (2020) and UC Berkeley’s Greater Good Science Center (2021). It reorganises this research into a horizontal timeline of behaviours, highlighting their practical application during the conflict resolution process. It then makes a cognitive poetics analysis of how these behaviours may be observed in a case study of relational conflict from the complex television series This is Us (NBC, 2016-2022). By observing the impact these behaviours have on the transformation of characters, the study explores how credible dialogic relational conflicts can lead to verisimilar character transformation on screen. In addition, it considers how an artistic interpretation of the science of bridging differences can contribute to our understanding of dialogue in practice.

Datafying diplomacy: How to enable the computational analysis and support of international negotiations

Computational diplomacy, the application of digital and computational methods to the study and practice of international negotiations, presents unique challenges compared to most other fields in the computational humanities and social sciences. Among them are the necessity of responsiveness when handling crises, the need to anticipate and respond to adversarial behavior, or the need for secrecy in dealing with sensitive information. In this paper, we propose an agenda to address these challenges, and evaluate the feasibility of the various tasks that could be assigned to computational diplomacy. While most analysis tools seem almost ready to use, the availability and reliability of diplomacy-related data remains a major concern.

The role of dialogue in meaningful classroom interaction in South Africa

The importance of meaningful classroom dialogue in the foundation and early intermediate levels of education in creating effective literacy skills is well documented. Despite comments in a recent paper that there is a dearth of research on classroom observations around print in South Africa since 1994 at foundation level, there have actually been several studies that have observed classroom practice in this area post-1994. This paper discusses three particularly important ones that spanned some three decades in South Africa and observed the role and practice of dialogue in classroom teaching around text at foundation and early intermediate schooling levels. All three studies indicate that teaching styles have changed very little to date, and that meaningful classroom interaction between teacher and learner remains largely absent. The Pedagogical Content Knowledge (PCK) of the participating teachers continues to restrict student agency in the area of classroom interaction. Although each of the researchers captured the evidence in different ways, they all came to the same conclusion: that all teachers are still teaching restrictively and do not ask the type of open, extended questions necessary to engage in dialogue which helps develop critical thinking or the vocabulary necessary to develop effective literacy skills in learners.

Negotiation Practices of Athletic Trainers Employed in the Clinical Setting.

Athletic trainers (ATs) are comparatively underpaid relative to peer health care professionals. Whereas many factors contribute to the salary and benefits of a given employment position, negotiation is a factor of the final salary and benefits package that is achieved. It is unclear to what extent ATs negotiate salary or other terms of employment during the hiring process. To explore the negotiation practices of ATs during the hiring process. Cross-sectional study. Web-based survey. A total of 587 ATs employed in the clinical setting who previously held at least 1 full-time employment position. Independent variables were several demographic factors as well as the current salary range. Dependent variables were participants' responses to various survey items focused on experiences with salary and terms-of-employment negotiation. Summary statistics were used to characterize all variables and multiple χ2 analyses (P < .05) were performed to determine the significant influences of independent variables on negotiation practices. More than half of ATs (57.6%) did not attempt to negotiate their salary, and almost three-quarters of ATs (70.5%) did not negotiate their terms of employment during the hiring process. The most successfully negotiated terms were moving expenses (72.3%) and continuing education funding and reimbursement (62.7%). The influence of demographic factors on negotiation and negotiation success varied, with significant findings for the number of previous full-time employment positions, gender, marital status, salary range, and number of dependents. It is alarming that more than half of ATs did not negotiate salary or terms of employment during the hiring process. Whereas widespread training on negotiation practices is warranted, our findings suggest it would be most beneficial for early-career and female ATs. All ATs must become comfortable with negotiating salary and terms of employment to effect change in the average salary and employment status of those in the profession.

The Methodology of Psychological Clinical Intervention in School Settings: Case Studies with Students with Special Emotional and Educational Needs

The school context, following an overall complexification of society, presents several situations in which it is necessary to build a transformative setting based on the suspension of educational action and the use of in-depth interpretations of divergent behaviors. Method: Two teachers with psychological training present and discuss cases studies of psychological intervention based on the analysis of demand methodology. Results: The two case studies presented concern, respectively, a difficult inclusion of a foreign pupil in the classroom and a school phobia of a student before graduating. In both cases, the classes are reconceived as clinical settings thereby giving new meaning to the psycho-social relationships of the students. The teachers promoted an overcoming of critical events: in the first case the pupil reaches school inclusion in a short time; in the second case the pupil reaches the diploma. Conclusion: The method of psychological intervention is proposed as an innovative practice of negotiation of new emotional symbolic structures in which to reproduce a coexistence in the scholastic context. It therefore appears necessary to equip schools with professional skills in the analysis of demand in order to train teachers to recognize the emotional dimensions within the class context.