Dialogical Perspective Research Articles

El desarrollo de la voz inclusiva durante la participación en una comunidad profesional de aprendizaje

Educational quality implies considering diversity and inclusion as a fundamental challenge in the search for equity, justice, and democracy. Likewise, professional identity linked to inclusion is still a controversial and unfinished issue. From the dialogical perspective, this study identifies and conceptualizes to what extent the repertoire of positions of a group of teachers shares or does not share an inclusive voice and how they evolve, identifying characteristics more and less easily modified. We use a descriptive longitudinal design and analyze the development of teaching positions and voices (hybrid and inclusive) over an academic year. The study identifies four most frequent identity positions, among them I as a promoter of positive learning environments that has an ease to transit an inclusive voice; on the contrary, the position I as a planner and designer of teaching and learning processes presents difficulties to be reconstructed as inclusive.

Perspectives in Dialogue: Debating the GCR’s Impact on the International Refugee Protection Regime

The State adopted the Global Compact on Refugees (GCR) in 2018 to consolidate the International Refugee Protection Regime (IRPR). Drawing on International Relations (IR) theories and international law, different perspectives can be taken on the nature of the GCR and the IRPR, and their legal and non-legal relationship. The lack of a universally accepted definition for the IRPR allows for various interpretations, ranging from narrow positivism to broad global governance and self-organisation approaches. Similarly, the legal status of the GCR can be seen as non-law, soft law, or fully binding law depending on the criteria used. Applying realist, liberal, and constructivist theories, this article argues that the GCR’s anticipated legal and political development and its impact on the IRPR will be influenced by the chosen IR paradigm, reflecting different views on the rule of international law and power dynamics among stakeholders. By examining the case study of Kenya as a host of a protracted refugee operation, the article provides a practical illustration of how different IR lenses offer divergent perspectives on international burden and responsibility sharing in the Global South. This analysis aims to provide a comprehensive and nuanced understanding of the complex relationship between the GCR and the IRPR.

Resistance as (Re)creation

The paper analyzes creative aspect of resistance. Inspired by Ernesto Sabato’s book (2013) and Stéphane Hessel’s manifesto, we want to present some remarks on resistance as (re)creation from dialogical perspective, i.e. recreation of dialogical relation with oneself, with nature, with others and with spiritual beings. Firstly, following Sabato, we analyze resistance to vertigo as paramount disconnection caused by chaotic life that disintegrates every dialogical relationship. Secondly, we consider reclaiming time as a form of resistance and we present the slow movement as an act of resistance. Thirdly, we analyze analogies between two oppositions: stimulus vs. challenge and product vs. flower/fruit. Then we briefly refer to Reyes Mate’s project culture of memory as resistance to injustice and oblivion. In conclusions, we point out the role of analogy in dialogue and in resistance in art and protest.

Easy and effective! Data augmentation for knowledge-aware dialogue generation via multi-perspective sentences interaction

In recent years, knowledge-based dialogue generation has garnered significant attention due to its capacity to produce informative and coherent responses through the integration of external knowledge into models. However, obtaining high-quality knowledge that aligns with the dialogue content poses a considerable challenge, necessitating substantial time and resources. To tackle the issue of limited dialogue data, a majority of research endeavors concentrate on data augmentation to augment the volume of training data. Regrettably, these methods overlook knowledge augmentation, leading to a restricted diversity in input data and yielding enhancements solely in specific metrics. Real-world conversations exhibit a spectrum of characteristics, including repetitions, reversals, and interruptions, demanding a heightened level of data diversity. In this study, we introduce a straightforward yet effective data augmentation technique known as Multi-perspective Sentence Interaction to bolster the connections among sentences from varied viewpoints. Through an examination of target responses from multiple dialogue perspectives, we enhance our comprehension of the relationships between dialogue sentences, thereby facilitating the expansion of knowledge-based dialogue data. Through experiments conducted on various knowledge-based dialogue datasets and utilizing different models, our findings illustrate a notable enhancement in the quality of model generation facilitated by our method. Specifically, we observed a 3.5% enhancement in reply accuracy and a 0.1506 increase in diversity (DIST-2). Moreover, there was a substantial improvement in knowledge selection accuracy by 19.04% and a reduction in model perplexity by 31.48%.

Entrepreneurship Educators in an Age of Climate and Ecological Breakdown

It is stated, with increasing frequency and urgency, that Entrepreneurship Education should help society move past Business as Usual, the unsustainable development pathway which depletes communities and is driving climate and ecological breakdown. We agree with this ideal, but our lived experience suggests that the everyday philosophy and practice of mainstream Entrepreneurship Education means this shift will be challenging for many educators. Mainstream narratives of economic growth and tools such as Business Model Canvas erase social and ecological concerns, compromising the Entrepreneurship Educator in the way they prioritize economic concerns over un/sustainability. Our question is, given the demand for transformation in Entrepreneurship Education, how do we—educators—change ourselves and our practice? In this paper we blend action-based accounts of change with interpretations from a dialogic perspective to elaborate how Entrepreneurship Educators can, and already are, taking action in light of climate and ecological breakdown. We provide a way of thinking about how change happens—in and through relations and dialogue between people—and new conceptual directions—the metacrisis and time between worlds—which aim to contribute a source of agency for educators.

From teacher to school principal. Analysis of an identity transition process / De profesor a director de escuela. Análisis de un proceso de transición identitaria

The transition from teacher to school principal has been shown to be a professional challenge, and even though the research has identified the challenges involved, little is known about how the way it is approached determines the identity change it entails. We used a longitudinal design with a single case and multimodal data to describe the identity transition of a novice principal in his first year in this role. Based on the dialogic perspective, we describe his position on the critical incidents and analyse the episodes of identity transition and their function in his adoption of the new role. The analysis enabled us to identify the negotiation among the multiple voices (positions) when the principal was faced with challenges. The results show that some incidents opened up episodes of negotiation and repositioning that lasted over time, hindering him from effectively resolving the incidents and consequently taking on the new role of principal. The results have implications for the design of training that fosters the resolution of challenges through repositioning processes and the exploration of dialogic strategies that favour the construction of professional identity.

Charting a Research Agenda for Relational Dialectics Theory: Forwarding Critical Theorizing in Interpersonal and Family Communication Research

ABSTRACT In 2011, Leslie Baxter published Voicing Relationships: A Dialogic Perspective, updating the 1996 articulation of relational dialectics theory (RDT). Baxter provided clarity on concepts introduced 15 years prior. Organized around RDT’s central premise – that the meaning of phenomena transpires in the moment through struggles of competing discourses – Baxter positioned RDT within the critical postmodern project. Since then, RDT research has proliferated, but no systematic assessment of its theoretical characteristics has transpired. We conducted a prescriptive review of the first decade of research following the 2011 volume. We first identified sources citing Baxter’s (2011) volume (n = 505), ultimately narrowing to studies using RDT with its companion method, contrapuntal analysis (n = 55). We then coded for six constructs (genre, utterance, utterance chain location, speaker, addressee, and semantic object). This article presents our selection criteria and processes of review, findings, and research agenda based on our review.

What Dawned First: Early Buddhist Philosophy on the Problem of Phenomenon and Origin in a Comparative Perspective

This article explores the issues of phenomenon and genesis in Early Buddhist thought through a comparative analysis with the Eleatic tradition, aiming to enrich the understanding and dialogue between these philosophical and religious traditions. By examining the comparability of Buddhist thought and Parmenidean philosophy, the study challenges the notion that these traditions are fundamentally alien to each other. The focus is on the concept of genesis, not as creation from nothingness—rejected by both the Buddha and Parmenides—but as the manifestation of the world to the human observer. The article argues that the world reveals itself in particular forms and appearances, which are intimately linked to the phenomenon and its perception by humans. This process is not solely a domain of rigid logical propositions but can be expressed through mythological and religious narratives. The study posits that the poetic expressiveness found in archaic philosophies of both India and Greece provides a valid medium for engaging in philosophical discourse. By adopting this comparative and dialogical perspective, the article aims to generate new philosophical insights and inspire future philosophical inquiry. The reflection on phenomenon and genesis, framed through this comparative lens, highlights the nuanced ways in which different traditions address the nature of reality and human perception, ultimately advocating for a broader, more inclusive understanding of philosophy that transcends conventional boundaries.

The Holy Spirit as “the Gift” in Charles Nyamiti's Trinitarian Theology: A Pentecostal-Lutheran Dialogical Perspective

This article starts from the theology of the Tanzanian-born Charles Nyamiti (1931–2020), as one of the most creative in his generation of African theologians. Nyamiti proposed that ancestral veneration is a foundational human relationship which reflects divine realities. Thus, he proposed an understanding of the Trinity where the Father is the Ancestor, the Son is the Descendant, and the Holy Spirit is the mutual Oblation connecting the two. Because an ancestor does not exist as an ancestor without sacred ritual communication, the Holy Spirit becomes thus absolutely necessary for the Godhead. We maintain that Nyamiti's ancestral approach describes an African logic of gift-giving. Translating his theological contribution into gift-language preserves the theological insights while solving some of the logical problems with the ancestral imaginary, such as how the Father who never died is supposed to be the Ancestor. Through gift-language, Nyamiti's theological insights, which are based on African relational ontologies, become more readily applicable in World Christianity and have potential to transform ecumenism into a vibrant and inclusive embodied pneumatic action for abundant life. In other words, Nyamiti's theological heritage invites theologians to envision Christian faith beyond the confines of Hellenistic-based philosophy.

Arts and The Environment: Intersections and Dynamics of Community Outreach

Objective: The objective of this study aims to reflect on an organized set of synergies that contribute to an effective artistic-environmental dialogue: the aim of this interdisciplinary dialogue is to promote a balanced, conscious and informed plan of environmental education, mediated by art. In this specific case, the promotion of artistic and cultural events becomes a subsidiary of agents' ecological awareness and consequently acts as a force capable of mobilizing and raising awareness among current and future generations of the central causes and issues of contemporary society, precisely, those that relate to the “common home”. Theoretical Framework: We have put together a tripartite theoretical framework in which ethical, aesthetic and artistic issues are related from a dialogical perspective between art and the environment and their respective impacts in terms of intervention in the community and with the community. Method: Narrative literature review, seeking to describe or discuss the current state of the research topic and, in particular, to draw conclusions for the results and discussion of the effects and impacts of the practices resulting from this initiative that covers a significant and broad generational framework (from early childhood to old age), applying the same model and method. In this case, the MILMESA Method and the DEP Model. Results and Discussion: The main results emerge as the conclusion of a concrete analysis of the reality observed and the theoretical matrices that underpinned the model and method used. These results are important for future reflection, in terms of what is meant by future adjustments to the results obtained in this research context. Implications of the research: In the future, there are certain considerations that can be reflected on and improved, based on the structure and conceptual basis emanating from the reference authors (and works) that deal with the subject under debate and intergenerational reflection. Originality/Value: This research promotes, in a unique way, a reflection on the making of technical-scientific, participatory and interdisciplinary events, which are in great demand at an educational and scientific level, in which art and art education emerge as a dialogue between areas and as an added value in the framework of the methodologies used in this type of initiative. The aim is to align research and artistic work (and related works) and, at the same time, to reflect on the practices and projects carried out in this field with scientific and training institutions in general, including institutions with more plural and diverse missions in terms of formal, non-formal and informal education.

Analyzing engagement strategies in argument chain: A comparison between high- and low-scoring EFL undergraduate argumentative essays

Drawing on Appraisal theory within Systemic Functional Linguistics, this study employs a corpus-based approach to examine how EFL writers of high- and low-scoring argumentative essays use Engagement resources both individually and in combination to construct arguments within the argument chain at the paragraph level. The quantitative analysis reveals that while both groups use Contract Heterogloss more frequently to assert claims and conclusions, low-scoring writers heavily depend on Pronounce, whereas high-scoring writers utilize a diverse range of Contract Heterogloss. The qualitative analysis indicates that high-scoring writers develop and strengthen their assertive claims by presenting solid reasons and credible evidence to engage with potentially dissenting readers. These elements are incorporated into their writing through combinations of Engagement resources, such as Counter + Entertain/Deny/Justify and Endorse/Entertain + Entertain. However, low-scoring writers failed to adequately support their claims by skillfully deploying Engagement resources across different stages of argument, ultimately weakening the persuasiveness of their arguments. Our findings highlight the importance of providing students with instruction on Engagement strategies and their persuasive impact from a dialogic perspective. The identified strategies can therefore serve as pedagogical tools to assist students in constructing effective arguments by adeptly utilizing Engagement resources, facilitating interaction with external viewpoints and readers.

‘O povo cuidando do povo’: Agentes Populares na promoção de territórios mais sustentáveis e saudáveis

ABSTRACT The COVID-19 pandemic had profound impacts on Brazilian society, but little attention was paid to the socio-environmental determination of the health of peripheral populations. This project arises in this context, with the proposal to identify challenges and potential in confronting the pandemic and its consequences in three peripheral and vulnerable territories in Rio de Janeiro. The Inova-TSS notice was the opportunity to develop research that, simultaneously to generating data, would contribute to empowering these territories to better deal with this challenge, thus contributing to making them more sustainable and healthier. Supported by Popular Education and other dialogical perspectives, this is a qualitative study that combined research, training, extension and quantitative research strategies, and was developed in partnership with five social movements, since its genesis. At the suggestion of these organizations, the research was linked to an action of the popular campaign ‘Periferia Viva’, a course for Popular Health Agents offered in the same territories as the research, where these organizations were already operating. This experience report aims to share challenges and strengths of the constitutive process of this investigation, which integrated activists, health professionals, and residents of benefiting communities as popular researchers, recognizing their condition as subjects in knowledge production.

Formations of new knowledge in doctoral supervision and examination in Australia: a preliminary investigation of the adequacy of the written thesis

ABSTRACT This small-scale research has drawn on the experience of six senior academics who have been involved in extensive doctoral supervision and examinations. The aim of the article is to discuss the nature of doctoral supervision and examination, and suggest views to enhance the expression of research outcomes as new knowledge or re-interpreting of existing ideas, theories and approaches. An interpretive view of knowledge involving critical inquiry into qualitative interview data guides the research methodology. Main points arising from semi-structured interviews form the basis of five theorised themes. Analysis of transcribed interview responses has identified trends, commonalities and differences, and has enabled the theorising of themes from Habermasian and Freireian perspectives of praxis, dialogue, critique and critical awareness. Implications for a critical, dialogical, philosophical thesis are posed, where systematic oral language strengthens written understanding.

Dialogic perspective of rights in the face of neoliberal policies

Introducción: desde la entrada en vigor de la Constitución Política de 1991, coexisten en Colombia el postulado político Estado social de derecho, cuyo cometido fundamental radica en garantizar la dignidad de las personas a partir de un enfoque económico ysocial, y el modelo neoliberal que reduce el intervencionismo de Estado. Objetivo: en este sentido, el objetivo de este trabajo consistió en proponer una alternativa armonizadora de los referidos paradigmas, basada en la construcción democrática de los derechos, perspectiva que demanda la necesaria interacción entre gobierno y sociedad civil. Metodología: para este fin, el derrotero metodológico se fundamentó en el enfoque cualitativo, en un tipo de estudio explicativo y se utilizó la revisión bibliográfica como técnica de recolección de la información. Resultados: en relación con el resultado, la investigación develó la necesidad de lograr la concreción de los derechos, desde la amplia deliberación al interior de la sociedad, dado el reto de ejecutar programas de orden social, en el ámbito de concepciones neoliberales de la economía. Conclusión: a manera de conclusión, la tesis de este trabajo radicó en la conveniencia de acudir a la concertación como fórmula para viabilizar el avance y la justiciabilidad de los derechos en términos de civilidad, en el contexto de la variedad y conflictividad de intereses que coexisten al interior de la comunidad política.

Wong Kar-wai’s Argentine Affair: Happy Together as a Translingual and Multimodal Adaptation

Abstract In 2021, a 4K-restored rendition of Wong Kar-wai’s iconic film Happy Together (1997) returned to theatres across Hong Kong, Taiwan, and Argentina, marking the film’s enduring transnational appeal two decades after its Cannes premiere. This article investigates the film’s intricate cultural ties to Argentina. I argue that Happy Together not only enhances the cultural connections between Hong Kong and Argentina but also showcases Wong’s translingual and multimodal approaches to film adaptation. ‘Translingual’ refers to the film’s literary source: I demonstrate how Wong skilfully wove elements from Manuel Puig's 1973 novel The Buenos Aires Affair into his film through a threefold Spanish-English-Chinese process of rewriting. Subsequently, I contend that various cultural facets of Argentina—the literature of Puig, the soundscape of Piazzolla’s tango, and the landscapes of the Iguazú Falls and Tierra del Fuego—contributed significantly to the Hong Kong auteur’s multimodal adaptation. In short, this article proposes a dialogic perspective on Hong Kong cinema by considering Argentina as a reflective mirror brimming with aesthetic and geopolitical implications. Through the lens of Happy Together, this study moves beyond Western-centric reception paradigms by spotlighting the cultural and socio-political affinities between Latin America and Asia, thus bringing to the forefront the often-overlooked transpacific connections within the Global South.

The Identity Crisis among Peoples from Mixed Parents from Countries under in Inter-States Conflicts: Case of Rwanda, D.R. Congo and Burundi

The study was carried out by 5 mixed- people living in Burundi, Rwanda and the Democratic Republic of Congo, within the framework of guided interview seminars, in order to analyze the construction of mixed-ethics people in the context of identity conflicts due to ethnic or cultural conflicts, otherwise known as “ethnocultural conflicts”. Mestizos are a minority in the states where we live, and are considered problematic in the various societies of Africa’s Great Lakes region country. My fieldwork revealed that mixed-ethnic people in these three countries are victims of several atrocities, including ethnic marginalization, nepotism, socio-political demonization and economic discrimination. In this context, I have attempted to identify the main actors involved in identity conflicts among mixed-ethic people, and to propose a perspective of dialogue as a solution to the situations of the mixed-ethnic people mentioned above. On this basis, a number of recommendations have been put forward to reinforce the hope of positive action at regional level for the promotion of peace and lasting stability, particularly for mixed people who are increasingly victims of appearance status at UN level.

Silence as a magnifying glass for uncertainty and affect: The qualitative case studies of Karin and Dana’s journals

This article focuses on what diverse forms of silence (i.e., silence-phenomena) convey about affective processing and meaning-making as processes. Departing from a dialogical perspective that informs sociocultural and existential theories, we qualitatively analyze Karin and Dana’s (pseudonyms) cases. These two Master’s students attended a three-week-long intensive and interdisciplinary course at a Norwegian university. The course is about silence-phenomena, group dynamics, and quality of life. Our primary data consisted of journal entries (Karin, n = 21; Dana, n = 30) that the study participants wrote at different moments of the day during this course, including a morning session called “The Silent Time.” We also included email follow-ups exchanged with the students after the course ended (Karin n = 1; Dana, n = 3). We use Developmentally oriented Thematic Analysis (DOTA) as a method of analysis in order to address both state and process-oriented narratives in their writings. Our research findings suggest that silence-phenomena can amplify the human experience of uncertainty by bringing contrasts that shift our attention inwards or outwards, activating diverse emotions and positionings of the self. We discuss these findings in light of the model of hypergeneralization of affect in cultural psychology and how this model can integrate phenomenological time and existential meaning.

Contemporary Critical Reflections on Ion Bria’s Vision for Ecumenical Dialogue

In this study, I will expose the perspective of the ecumenical dialogue in the theology of Fr. Ion Bria, one of the well-known Romanians involved in the ecumenical movement. In the first part, after a short introduction, I will present the most important biographical milestones of the Romanian theologian, as well as some details about his activity in the World Council of Churches. Then, in the second part, I will critically present the most important aspects of Bria’s ecumenical theology, as well as the reception of these ideas in contemporary Orthodox theology, in discussion with common witness and eucharistic communion within ecumenical dialogue. In the last part, I will present the critical remarks on ecumenism in Bria’s theology. Through this analysis, I will emphasize important directions that the ecumenical dialogue can exploit today to overcome some historical, cultural or theological preconceptions and misunderstandings.

Impacting life expectancies of incarcerated people through dialogic scientific gatherings and dialogic scientific workshops in prisons

The scientific literature has presented evidence that participants in dialogic scientific gatherings (DSGs) transform their scientific interest in science. DSGs are based on a dialogical perspective, where egalitarian dialogue and the co-creation of knowledge are the two corner pieces that allow the development of new meanings for participants, improving their scientific literacy. There is a clear gap in scientific studies regarding DSGs in prison. This is the first research to address the impact of DSG and dialogic scientific workshops in prisons. The study presents the positive impact of the DSGs and scientific activities in promoting scientific interest in incarcerated people. A communicative case study was conducted in a Catalonian (Spain) prison between February and April 2022. Nineteen males who were incarcerated aged between 29 and 44 participated in twenty-one DSGs and twelve scientific workshops following a communicative approach. Data were collected through fifteen communicative observations during the application of the DSG and eight interviews with incarcerated people and two interviews with prison workers involved in implementing the DSG. The activities conducted and analysed in this study demonstrate that bringing science closer to all people, including the traditionally excluded population, is possible. The results show that the persons who experience incarceration’s motivation to participate in these scientific activities, which fostered their awareness of and interest in science, gave meaning to their learning and transformed their interactions in and out of prison.

Situated action, double dialogicality and the sociogenesis of categorizing in institutional practices: Diversity in schooling from vicious children to neuropsychiatric diagnoses

The background of this article is an interest in institutional communication. The context in which this has been studied concerns how diversity (in social background, ethnicity, school success etc.) is, and has been, interpreted in schooling, historically as well as in contemporary society. Through history, a range of categories allegedly accounting for school failure has been suggested, and the categories invoked reflect the position of schooling as a meso-structure in society. The categories adopted in public discourse and politics, and reproduced in media, create identities, and serve as arbiters of opportunity for children. It is argued that the dialogical perspective outlined by Linell, and focusing the contingencies between macro-, meso- and micro-structures in social interaction, represents an important step in defining an empirical strategy for analysing the interrelationships between situated action, situation-transcending practices and the sociogenesis of categorizing practices.