Dialogical Perspective Research Articles

As emoções no relato de experiência de uma professora brasileira sobre o ensino remoto de língua inglesa durante a pandemia de COVID-19

ABSTRACT Grounded on the dialogical perspective of language and the critical approach to the study of language teacher emotions, this paper aims to discuss the emotions of an English teacher in her remote teaching experience in the context of the COVID-19 pandemic. We present a case study based on the discourse analysis of the teacher’s experience report during her participation in a roundtable discussion about English teaching in pandemic times. The online event took place in the first semester of 2020, during the University Week of a college located in the countryside of Ceará State, Brazil. Considering the concrete context and the broader contexts of discursive production, our analysis of the teacher’s utterance indicates the predominance of emotional distress in power relations, especially, with academic, pedagogical, and legislative discourses. Notwithstanding, she reveals self-confidence in face of the demand for frequently using the computer and WhatsApp in remote language teaching.

Institutional Balance, Civic Virtue and Dialogue: A Republican Balancing Act for the EU Constitutional Order

Non-domination is a central tenet of republicanism and a foundational principle of the EU constitutional order. Republicanism, however, has often been overlooked as a legitimating principle in the EU. This article explores the EU from a non-dominating paradigm. It shows that the institutional balance, as opposed to the separation of powers, has descriptive and normative force in the EU. Additionally, this analysis provides a systematic reinterpretation of the EU analysing its institutional balance from a dialogical perspective that emphasizes republican values linked with civic virtue. This highlights that intergovernmental,supranational, the peoples, interest group, and technocratic actors are vital players ‘free and equal’ to exert influence that shapes and reshapes the institutional balance to reflect their own vision of the public good. The republican model presented in this article provides for the active participation and limitation of each actor that can – and should – be understood as enhancing the democratic nature and legitimation of the EU.

The Concept of Dialogical CO-Zone of Proximal Development: Intergenerationality in the Making.

In this paper I elaborate on the concept of dialogical Co-ZPD proposed in the conclusion of a paper by (Boulanger et al., inIntegrative Psychology and Behavioral Sciences, 54, 269-285, 2020). I do this by insisting on potentiality as one of its main dimension. I situate it amidst generations and across timelines in a dialogical perspective and I try to set it in irreversible time. I display the positioning dynamics by which children and elders overcome one another's limits in a fluid matters, through dialogical intercourse. I provide different examples from the analysis of elders' discourses.

Material inquiry and transformation as prerequisite processes of scientific argumentation: Toward a social‐material theory of argumentation

AbstractArgumentation as a scientific practice has largely been examined along an epistemic and/or dialogic perspective in science education research. Both perspectives have sidelined the use of real material objects that are indispensable for scientists to construct arguments about the natural world. To address this gap, this article investigates how material objects are used to coordinate with our speech and actions to shape argumentation in secondary physical science. Drawing on actor‐network theory, the article reframes argumentation as a chain of human‐material interactions incorporating the role of physical things to construct evidence. Based on a collective case study comprising classroom video data generated from two grade nine science classrooms, the article examines how teachers and students used material objects to engage in argumentation related to qualitative analysis in chemistry and Newton's laws of motions in physics. The analysis reveals two major themes: (a)material inquiryas the framing of questions and statements about the behavior or property of the material world and (b)material transformationas the orchestration of material objects, embodied actions, and words to actively create evidence. This article concludes that both material inquiry and material transformation are essential prerequisites for scientific argumentation to take place, not only in research laboratories, but also in science classrooms. The contribution to the development of a future socio‐material theory of scientific argumentation, which takes material agency and multimodal discourse into account, are also discussed.

Enacting cultural literacy as a dialogic social practice: the role of provisional language in classroom talk

The concept of cultural literacy as a dialogic social practice celebrates alternative perspectives. Navigating multiple perspectives in dialogue requires high ‘tolerance of ambiguity’ characterised by a positive, open and flexible attitude towards uncertainty. This article aims to explore how provisional language is used in classroom dialogue to enact tolerance of ambiguity and its associated democratic behaviours. It draws on data collected as part of a larger European-funded project in which children and young people used wordless texts as springboards to engage in discussions about cultural themes. We report findings from an in-depth qualitative analysis of two lessons (for 9–10-year-olds and 13–14-year-olds) chosen due to their use of provisional language and focus on multiple perspectives. We explore how the social element of provisional language enables students to enact key democratic behaviours as they learn to navigate multiple perspectives in small peer-group learning contexts. We find that teacher modelling and dual objectives in promoting such language are central to creating a safe dialogic space with inherent democratic potential that is not bound by solution-seeking goals. We consider the pedagogical implications of this by problematising the role of dialogue in enacting democratic behaviours through a critical exploration of the concept of ‘voice’.

Entre attente et isolement : la demande d’asile dans le roman graphique français contemporain

This article proposes the study and analysis of three contemporary French language graphic novels dedicated to the representation of the asylum application procedure for exiled persons on French territory. Committed to current affairs, these graphic novels are fundamen-tally interested in reception, drawing attention to the need to improve the management of migrant populations on their arrival in Europe, in France. Prisonniers du passage (2019), Félicité (2019) and Village global (2019) trace, through a combination of text and drawing, the admin-istrative and social difficulties faced by asylum seekers. The proposed analyses are approached in a perspective of dialogue with migration studies in social geography and the sociology of migration.

Grupo de idosos como dispositivo de empoderamento em saúde: uma pesquisa-ação

This study aimed to build health promotion and prevention actions with elderly people and health professionals and evaluate the meaning of health empowerment for older people. An action research was conducted with a family health team, the Family Health Support Center, and 26 older individuals from a dialogic perspective. Seventeen older individuals were interviewed, and the content analysis technique was used. The elderly people expressed the meaning of the social group based on socialization, meaningful bonds, sharing, learning, and redefinition of life projects. The social group was a space for listening, creating, sharing experiences, and valuing life stories. This interaction redefined the aging process and life projects and increased satisfaction with health and life.

Кино Якутии в контексте диалога культур

The increasing influence of screen arts on the life of modern society determines the interest of the humanities for their comprehensive study. Cultural comprehension of the screen, imaginative activity, research aimed at the interpretation of screen images, identification of specific features of certain types, forms and directions of visual practices, their genesis are particular relevance. The research of the prerequisites for the formation of the Yakut cinema is based on the philosophical concept of the dialogue of cultures by V. S. Bibler and the psychological theories of L. S. Vygotsky, who using the cultural-historical approach approves the interrelation of language (sign) and the formation of consciousness. This perspective allows to reveal similarity of processes of «spinning» (the term that L. S. Vygotsky used to refer to the process of transferring external forms into internal structures) of new cultural forms and phenomena and mastering of speech as ability of self-expression. Using the notions of «interiorization» and «exteriorization» the specifics of the Yakut cinema development are revealed – from the stage of mastering a film form to the subsequent translation of the Yakut culture meanings into the language of film forms. The history of cinema formation in the republic, considered from the perspective of dialogue of cultures, allows to take a new look at the process, highlighting the key stages not in terms of diachronicity but in terms of their importance on the way of formation of a specific cultural phenomenon, based on folklore tradition and expressed in stylistic originality, thematic orientation, approach to visual means.

Interações discursivas em aulas on-line de Língua Inglesa: relações dialógicas com serviços digitais

Considering the new forms of social interaction, especially after the sanitary impositions imposed worldwide by COVID-19, this study has as its theme and delimitation the discursive interactions mediated by digital platforms in the context of teaching English. Assuming a dialogic perspective, the objective of this article is to develop a proposal for an online English language class for Elementary School with the use of digital platforms. The theoretical foundation is based on the contributions of Bakhtin (2016) and Volochinov (2017), about utterances, discourse genres, and discursive interaction, respectively. We join the assumptions of the theoretical foundation, guidelines present in the National Common Curricular Base (BNCC, 2018), aimed at teaching English in Elementary School. The methodology used is exploratory, bibliographic, documentary research, with a qualitative approach to the corpus. The corpus consists of a proposal for an English language class for Elementary School. The results showed that recognition of the English language class as a dialogic activity provides different significant interactions in the use of digital platforms.

ASPECTOS DISCURSIVOS E SOCIOIDEOLÓGICOS NO POEMA “PROMETEU”, DE GOETHE: UMA CONTRAPALAVRA À TRAGÉDIA GREGA

ABSTRACT This study aims to discuss discursive and socio-ideological aspects in Goethe’s poem Prometheus , from the dialogical perspective of language, observing how it is configured as a counterword to the Greek tragedy Prometheus . For in such a way, we find theoretical and methodological endorsement in the thought of Bakhtin (2006a, 2006b [1979]; 2010 [1930-34]), Medviédev (2016a, 2016b [1928]), Volóchinov (2017 [1929]) and Benjamin (2018), which subsidize the research. Using a dialogical approach, we delimited as locus of the study the poem entitled Prometheus , authored by Goethe. From the moment when we understand the poem by Goethe as a counterword, it is possible to glimpse a change of conception in the construction of the character, resulting of discursive interactions between Prometheus and Zeus. In addition, there is a process of discontinuance of the mythical narrative, since Goethe’s perspective reveals dialogues with the German sociopolitical system between the 18th and 19th centuries. It is, therefore, considered a research of qualitative and interpretative matrix. The results had pointed to the fact that the points of view of Goethe, in his work-statement (BAKHTIN, 2006d [1979]), differentiate of the tragic perspective visualized in the Myth of Prometheus , where the character has become a slave and had perpetual punishment.

Adopted Koreans’ Steps towards Dialogic Interconnections in the Poems of Sun Yung Shin, Lee Herrick and Jennifer Kwon Dobbs

Interpreting Korean American poets like Sun Yung Shin, Lee Herrick, and Jennifer Kwon Dobbs through the lens of dialogism provides readers with original insights into the ongoing process of Korean adoptees’ dilemma. It is arguably impossible to homogenize all Korean adoptees into a single experience, but the three poets’ poems articulate some Korean adoptees’ dialogic reconciliation with their birth parents who would abandon or relinquish them for various reasons decades ago. To reconnect their adoptive lives to their home country from a dialogic perspective, the path of their lives is classified into four stages in this paper: pre-adoption, post-adoption, return journey, and dialogic interconnections. In the aforementioned authors’ poems, the speakers attempt to achieve the dialogic communion with their two woven countries while reaching the fourth stage. The speakers also create dialogic spaces in which international adoptees living in the US imagine and reconcile with their birth parents currently residing in their home country.

A Dialogic Perspective on Managing Knowledge Differences: Problem-solving while building a nuclear power plant safety system

To manage knowledge differences, existing research has documented two sets of practices: traversing and transcending knowledge boundaries. What research has yet to explore, however, is the dynamics through which traversing or transcending practices emerge in response to a particular problem situation. Using a qualitative, inductive study of the problem episodes encountered by groups of experts working on a large-scale project to build the safety system for a nuclear power plant, we observed that the emergence of traversing or transcending depended on how experts interpreted problems and initiated dialogues around specific problems. Our work provides insight into the condition through which knowledge integration trajectories may emerge.

Improvisation and Communicative Agency: Contribution of an Improvisational Model to the Analysis of Communicative Agency

Introduction: Persons with congenital deafblindness mainly communicate using the bodily tactile modality. Their expressive communication is often formulated by an authentic language that gives the persons with congenital deafblindness low readability towards the rest of the world. This can be an obstacle for the development of their communicative agency. In the present study it is investigated whether a theoretical approach to improvisation can contribute to the development of communicative agency in a person with congenital deafblindness with low readability and authentic language in a dialogical perspective. Method: The study employs a qualitative design conducted as a dialogical single case study. Even though this research is based only on one recording of a communicative encounter between a person with deafblindness and her communication partner, it is assumed that the study can be used as a representative case study for people with low readability and authentic language. A video of communication between a person with CDB and a sighted/hearing communication partner is transcribed and the transcription is analysed in three stages through 1) Conversational analysis (CA), 2) Improvisation analysis and 3) Subjectivity/intersubjectivity analysis. Results: The Conversation analysis proved useful to identify complex turn-taking patterns in the communication. Through the improvisation model it was possible to define the degree of subjectivity/intersubjectivity in every utterance by each participant, as well as how each act was met by the other. With the improvisation model discriminations could be made between the different modalities, as vocal speech and bodily tactile acts. Regarding communicative agency, the model was useful to analyze degrees of self-expression as well as the balance of subjectivity and intersubjectivity between the participants. Conclusion and discussion: The model of improvisation contributed to specify subjectivity/intersubjectivity and multimodality in communication, though it did not contribute to the analysis of turn-taking. The model contributed to the development of communicative agency by pointing to the open-ended outcome for each utterance as the most important factor for developing and sustaining communicative agency. Limitations: The main limitation of this study was that the analyses were performed on only one video-clip with one dyad. Due to time constraints, a consensus check could not be carried out. Recommendations for future research is that, since this is a very innovative method in the deafblind field, replications of the study should be performed on more dyads, different dialogues and more video clips. Recommendation for practice: The combination of conversation analysis and improvisation analyses can very well be used with focus groups of care professionals in clinical practice under supervision of a trained expert in this method of communication analyses.

The Social Construction of Congenital Deafblindness in relation to Education: Analysis of focus groups in East and Central Africa

This study investigated the importance of social construction of congenital deafblindness (CDB) when planning special needs education services. The study was conducted in Uganda and the Democratic Republic of the Congo (DRC). The research was based on a literature review and a focus group study. In the focus groups a dialogical perspective was used for acquiring knowledge through communicative interactions. The focus was on two main topics: social construction of Congenital Deafblindness (CDB) and knowledge about education services for people with CDB. Fourteen participants were selected, with seven from each country. Participants were familiar with deafblind persons and/or with communities where they lived. The grounded theory approach and thematic analysis method were used to determine the correct coding and themes and identify patterns of meaning of different opinions. The results of the data analyses showed that participants attributed the causes of CDB in Uganda and the DRC to cultural and religious beliefs. The medical stance on CDB was less understood. In addition, culture and religion were identified as dominant factors in the social construction of the position of people with CDB in the community, leading to misunderstanding and inappropriate services for them. This community misunderstanding indicates that people at the local level are likely to stick to traditional and religious practices. Therefore, changing attitudes and educational opportunities for people with CDB requires more understanding of third-party voices and the underlying barriers in these communities.

The New Testament in Jewish-Christian Dialogues

The Christian biblical canon consists of the Old Testament (referenced as the Hebrew Bible by Jews), New Testament, and Apocrypha for some denominations (e.g., the Roman Catholic Church). The name “New Testament” is associated with, but misapplied with the Berit Ḥadasha/“New Covenant” which the Lord was to make with the Houses of Israel and Judah, not with Nations (Jer 31:30). A more accurate association/understanding is “new covenant in my (Jesus) blood” (Luke 22:20; 1 Cor 11:25); “new covenant not of the letter but of the Spirit” (2 Cor 3:6); “the veil remains when the old covenant (Torah) is read” (2 Cor 3:14); and so on. The New Testament embraces 27 separate books of different size, composition, and focus. They include the Four Gospels (Matthew, Mark, Luke, John), the Acts of the Apostles, 13 Epistles by Paul, the Epistle to the Hebrews, Epistles by Peter, James, John, and Jude, and John’s Revelation (the Apocalypse). This article discusses the teachings and person of Jesus, as well as events in first-century Christianity (primarily spelled out in the Gospels and Pauline literature), evaluated from the perspective of Jewish-Christian polemics, apologetics, and respectful co-existential dialogue.

Dialogical perspective on the use of digital communication tools in interaction involving people with dementia

AbstractBackgroundWhile dementia is predominantly associated with cognitive impairments, communication and participation in social activities have been reported as areas where people with dementia experience immense challenges. The extent to which a person with dementia is able to participate in communicative activities does not only depend on the severity of the individual condition, but also on the interactional environment, the actions of co‐interlocutors and the organization of the material surrounding. In this presentation, focus is on aggregated results from several projects where two digital communication supporting tools for people living with dementia have been developed. The tools are both built around conversation stimulation materials (video clips, photos and music) with the difference that one (CIRCA) includes generic material (i.e., photos of famous people and top list music) and the other (CIRCUS) uses personalized materials (i.e., photos of family members and favourite songs).MethodThe study comprises four different datasets with in total 18 participants with dementia engaged in either dyadic or group communication activities, both with and without digital communication support. All sessions were video recorded and analyzed by means of multimodal interactional analysis.ResultsThe results showed that digital communication support has the potential to facilitate participation in conversational activities for people with dementia. Conversations involving digital support were longer and the participants with dementia took more initiatives compared to conversations without digital support.The results also showed that in group activities, the participants with dementia were able to initiate and maintain conversations without support from a group leader. The participants with dementia further orient towards each other as competent and knowing.ConclusionThere is a need for communication activities within dementia care, and activities focusing on communication are much appreciated by people with dementia. Digital communication support applications have the potential of enhancing and facilitate such activities. This in turn, may contribute to increased participation and social inclusion for people with dementia.

Development and validation of the questionnaire on EFL students’ perceptions of authorial stance in academic writing

Abstract Studies on academic writing of EFL students have found that they have been less successful in presenting an effective stance. It has been assumed that how they perceive authorial stance may influence their stance deployment. Yet few studies have been conducted to assess student writers’ perceptions of stance. To fill the gap, this research intends to develop and validate an instrument, the Perceptions of Authorial Stance Questionnaire (PASQ), for assessing EFL students’ perceptions of authorial stance and further exploring their relationships with stance deployment and the overall quality of English academic writing. Taking a dialogic perspective, we designed the research with two studies in it. In Study 1, exploratory factor analysis with 197 respondents and subsequent confirmatory factor analysis with another sample of 191 respondents produced results of a 17 item scale with two-factors: dialogic contraction and dialogic expansion. In Study 2, scores for the two subscales of the PASQ were examined in relation to the frequencies of various stance types and writing scores. Results show that scores for the two subscales of perceptions were positively correlated with the frequencies of different stance types. However, no significant relationship was detected between students’ perceptions and their writing scores. Possible reasons of the findings and their pedagogical implications are discussed.

Heritage Preservation as Strategy for Recomposing Conflict Territories

Heritage admits diverse readings depending on different territorial spaces, contexts, and knowledge fields. The relation between Heritage and the social contexts is one of these knowledge areas. But Heritage accepts a dual perception as a cultural reflection. It may be considered either as the origins of the conflicts or the engine for recomposing disrupted territories. The paper proposes a reflection on the topics related to conflict territories and the roles currently played by Cultural Heritage. The recomposition of conflict territories is based on a continuous intercultural approach with important contributions from human rights, genders equality, intercultural dialogue perspectives and the fact of taking heritage as a territorial stabilization factor. The paper presents specific practical cases in the Eastern Mediterranean region where actions on Heritage religious elements collide with the national sovereign of the respective current countries. A comparative study among these different actions proves that the initial clashes can be progressively transformed into strategies able to become the future guideline for the resolution of heritage regional conflicts. These conflicts reflect two discourses: political (with strong links between national identity and religion) and scientific (with a clash between static concept and dynamic vision) where objects interact with the visitors.

Towards Dialogic Metaphors of Learning – from Socialization to Authoring

The background of the article is an interest in theories of learning and the metaphors of learning they build on and propagate. The basic argument is that the discursive construction of learning plays a central role in theoretical perspectives in research but also in discussions of societal issues in a wider sense. An initial observation is that current metaphors of learning oscillate between emphasizing socializing/reproductive dimensions and perspectives which foreground new-thinking transformations of existing collective knowledge; the culturally given. Hence, our aim is to explore conceptions of learning underpinning dominant theoretical perspectives as behaviorism, cognitivism, pragmatism, and various sociocultural traditions, in the light of this theoretical tension. Our conclusion is that the views of communication and learning inherent to the radical dialogic perspective on communication that stresses the unfinalizable nature of knowing, offered by Bakhtin, add to our understanding of how learning may be conceptualized in contemporary society. Such a dialogic perspective, emphasizing open-ended agency, plurality of voices, and performative potentials of creatively expressing opinions when learning from each other, offers a perspective on learning worth considering in times of diversity, unpredictable risks, and the need for critical self-reflexivity.

Internationalization from a Dialogical Perspective: A Responsibility of the Federal Network of Professional, Scientific and Technological Education

This paper aims to characterize internationalization as a responsibility of the Federal Network of Professional, Scientific and Technological Education. My theoretical assumptions are based on the concept of dialogical subject, the Brazilian conceptual basis for Professional Education, and internationalization as a complex and changing process. My methodological choices led me to do an interpretative dialogical analysis of IFRN institutional documents, highlighting how they characterize internationalization. My analysis makes a claim for internationalization interrelating it with integral education, research, extension, management, the capillaries of the federal network, and social impact.