A Dialogical Approach to Experience-based Inquiry

Sullivan, Paul; McCarthy, John

doi:10.1177/0959354305057266

Cited by 27 publications

(34 citation statements)

References 29 publications

(63 reference statements)

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“…It does not merely seek to stimulate memory or recall so much as invites an expanded point-of-view of the events -an idea that is consistent with dialogic approaches and acts as an essential form of validity (Sullivan & McCarthy, 2005). In the present study, the re-probing interview provided important contextual information necessary to grasp the meaning of social events and their relationship to pedagogy from the perspective of the teachers themselves.…”

Section: Methodsmentioning

confidence: 92%

Infant and teacher dialogue in education and care: A pedagogical imperative

White

Peter

Redder

2015

Early Childhood Research Quarterly

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a b s t r a c tThis exploratory study investigated the nature of teacher-infant social dialogue in a high-quality education and care centre in New Zealand. Employing dialogic methodology (Bakhtin, 1986), interactions between infants and teachers were analysed in terms of the language forms used in the social event. Polyphonic video footage of two infants' social experiences and subsequent teacher interviews were coded to identify forms of language that occurred in dialogues and their interpreted pedagogical significance to teachers. The results revealed four central features of teacher-infant social exchange: (i) infants were more likely to respond to teachers interaction initiations when teachers used verbal and non-verbal language form combinations; (ii) when initiations were verbal and non-verbal combinations, both teachers' and infants' responses were significantly more likely to be also combinations of verbal and non-verbal language forms; (iii) both infants and teachers altered their responses to the language forms used by the initiator regardless of whether that was an infant or a teacher; and (iv) when teachers did not respond, they had a pedagogical rationale. Results highlight the multi-voiced and synchronous nature of teacher-infant interactions, the complex nature of communication in a formal out-of-home setting, and the pedagogical nature of teacher dialogue with infants.

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Section: Methodsmentioning

confidence: 92%

Infant and teacher dialogue in education and care: A pedagogical imperative

White

Peter

Redder

2015

Early Childhood Research Quarterly

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“…His particular appeal for sociocultural psychology lies in his emphasis on dialogue according to which self and other form each other through a constantly changing mutual interaction. However, his work also implicates a very experiential sense of personal agency in dialogue (Sullivan & McCarthy, 2005). This makes his work doubly relevant for our foregrounding of the perspectival quality of activity.…”

Section: The Relationship Between Self and Actionmentioning

confidence: 95%

The Relationship Between Self and Activity in the Context of Artists Making Art

Sullivan

McCarthy

2007

Mind, Culture, and Activity

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Art is an activity that has historically invited self-reflection, self-immersion, and self-explorationfor example, in self-portraits, exhibitions, experimentation with media-and that as such may open a window onto the relationship between self and activity. In this article, we describe two cases studies involving observation of and interviews with two artists to explore what it feels like to invest oneself in an activity emotionally, cognitively, sensuously, and reciprocally to "make oneself" through this activity. These case studies highlight the importance of authenticity in both the activity of making art and the making of self through making art. The implications for agency, emotion, and ethical activity are analysed and some of the implications for a sociocultural approach to activity discussed.

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“…Following a dialogical hermeneutical approach (Cresswell and Smith 2012; Sullivan and McCarthy 2005), we, in a fourth step, included theoretical perspectives (introduced above) as interpretative help in the explorativeanalytical process. These outlined steps were not chronological but rather an ongoing multivoiced process of cocreation of meaning in which theoretical perspectives were included.…”

Section: Procedures Of Analyses and Interpretationmentioning

confidence: 99%

“She Offered Me a Place and a Future”: Change is an Event of Becoming Through Movement in Ethical Time and Space

et al. 2014

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Within mental health research, the promise of exploring the lived experience of those affected is increasingly acknowledged. This research points to the significance of social aspects. The present study is part of a series of qualitative studies exploring network-oriented practices in southern Norway. The aim of this study was to explore the social dynamics of change related to adolescents in psychosocial crises. From the perspective of lived experience the study focused changes related to the ado-

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A Dialogical Approach to Experience-based Inquiry

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Cited by 27 publications

References 29 publications

Infant and teacher dialogue in education and care: A pedagogical imperative

Infant and teacher dialogue in education and care: A pedagogical imperative

The Relationship Between Self and Activity in the Context of Artists Making Art

“She Offered Me a Place and a Future”: Change is an Event of Becoming Through Movement in Ethical Time and Space

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