This is the second ‘report’ on a possible problematic moment at the mini-Bakhtinian conference on education hosted by the University of Delaware in March (ending on April Fool’s Day, a co-incidence of no note, unless we decide it helps the heuristic!).  Contents of this blog entry are:

  1. Perils in the Foreground
  2. Promises in the Background
  3. Possibilities of Dialogue: Repressed or Just Damn Hard?

Perils in the Foreground

We are grateful for Eugene’s engagement with our first “report” on a possible problematic moment at the mini-Bakhtinian conference on education. At a later point we hope to respond to his What Do You Think (WDYT) query, for now we are framing our second report in response to his assertion that we are privileging form over content. (Our claim is to draw attention to process — what we sometimes call “the social” — which could be understood as a succession of forms, and is typically under-emphasized in academic contexts.) In fact, James’ comment to the first report anticipates Eugene’s criticism!  James wrote:

We missed out on presenting our content.

From our vantage point, then, Eugene and we are ‘on the same page’ or ‘looking in the same direction’ or otherwise ‘united’ in gazing upon an object/subject of relevance.

James and Steph pinpointed our self-critique on James’ admission, during the fishbowl, that “my mind is a complete blank.” That was a facilitation issue – Steph was juggling a dual recognition: that the small group work intended to preceed and thereby inform the fishbowl task had been subverted by several conference participants, and that James – who was supposed to lead the fishbowl – had been silenced. In retrospect, the facilitation move Steph prefers she had made (and hopes she recalls if such an event arises again) would have been to hold the space for James to articulate his experience. Instead, she moved on, contributing to the miniaturization of James’ complex identities and intelligences.

The silencing of James (a co-facilitator and the originator of the Problematic Theory) is the most blatant example we have yet experienced of simultaneity at work. We find ourselves still somewhat floundering – especially in the ‘silence’ (non-response) of other individuals who were in the room during the fishbowl activity which was designed as the centerpiece of our workshop, Bringing Simultaneity to Dialogic Pedagogy.

Promises in the Background

We are delighted that (from our perspective!) we accomplished everything we hoped to and learned more than we could have imagined.

Denigrated identities.

Did we recreate the dynamics of the PM-the group stuck.
Liesl photo. Do we know any symbolic interactionists who could help us do a spiel on her possible significance? Any juice in the youngest/eldest daughter issue? Nazi context for Sound of Music. Time Nazi comment by Eugene.

Possibilities of Dialogue: Repressed or Just Damn Hard?

responsive workshop design and the necessity of participation from others in handling the emergent dynamics

No overt norms but many covert norms some of which became manifest.
Problem of trying to get academics to reflect and apply their theories in practice. Application or implication?

Hierarchy of chronotypes. Most locked in individual chronotype.
Bring in differand work.
Follow up work to conference we are doing.