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:
- Perils in the Foreground
- Promises in the Background
- Possibilities of Dialogue: Repressed or
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Promises and Perils of Dialogic Pedagogy
It certainly wasn’t boring.
At least not after the slow start! But maybe the start wasn’t actually that slow . . . here I am re-thinking the beginning after the end.
We did not rush back from lunch, so the first set of presentations did not begin on time. Actually, time boundary-keeping was broken … Read more...
The best occasion to join Twitter is during a conference or event where other participants are also/already Tweeting. Even if you rarely contribute your own original Tweets, simply reading what people are talking about, and Re-Tweeting (command: RT) are significant contributions to a crucial conversation. I'm curious whether worth pursuing might come from linking the #nsftr conversation with this week's #bakhtin conversation. Are TR (transformative research) and dialogic pedagogy (DP) two sides of the same coin?
The best occasion to join Twitter is during a conference or event where other participants are also/already Tweeting. Even if you rarely contribute your own original Tweets, simply reading what people are talking about, and Re-Tweeting (command: RT) are significant contributions to a crucial conversation. I'm curious whether worth pursuing might come from linking the #nsftr conversation with this week's #bakhtin conversation. Are TR (transformative research) and dialogic pedagogy (DP) two sides of the same coin?
Proposal for Potentially Transformative Social Scientific Action Research: Simultaneity is the Linchpin
You are invited to follow and participate in the next Tidepool experiment (idiographic case #2), to be conducted in conjunction with a conference on The Promises and Challenges of Dialogic Pedagogy. Emerging social theories are considering simultaneity in some fascinating ways. For instance, Levitt and Schiller are conceptualizing simultaneity "to rethink the terrain in which social processes take place . . . [and] challenge our understanding of social reproduction" (2004: 1016). This is relevant because unless and until scientists are willing to investigate and interrogate their own social rituals of doing scientific research, little (if any) transformation is possible.
Proposal for Potentially Transformative Social Scientific Action Research: Simultaneity is the Linchpin
You are invited to follow and participate in the next Tidepool experiment (idiographic case #2), to be conducted in conjunction with a conference on The Promises and Challenges of Dialogic Pedagogy. Emerging social theories are considering simultaneity in some fascinating ways. For instance, Levitt and Schiller are conceptualizing simultaneity "to rethink the terrain in which social processes take place . . . [and] challenge our understanding of social reproduction" (2004: 1016). This is relevant because unless and until scientists are willing to investigate and interrogate their own social rituals of doing scientific research, little (if any) transformation is possible.