Ideological Becoming: Bakhtinian Concepts to Guide the Study of Language, Literacy, and Learning

Freedman, Sarah Warshauer; Ball, Arnetha F.

doi:10.1017/cbo9780511755002.001

Cited by 94 publications

(59 citation statements)

References 9 publications

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“…Generous Reading draws from composition scholars and childhood educators who have analyzed student writing for contributing voices, or influences (Bakhtin, 1986;Dyson, 2003;Freedman & Ball, 2004;Halasek, 1999;Ryan & Barton, 2014;Welch, 1993) and for literary or descriptive language (Armstrong, 2006;Coady and Escamilla, 2005). Bakhtin referred to language as a heteroglossia, or diversity of voices.…”

Section: A Discourse Analysis Methods For Student Writingmentioning

confidence: 99%

Analysis of Compositions Written by a Chinese Child in Japan

Spence¹,

Tao²

2016

IAFOR J Educ

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This discourse analysis focuses on the Chinese and Japanese writing of a young student living in Japan who is ethnically Chinese and multilingual. A method for analyzing linguistically diverse student writing was used to explore the literary elements and heteroglossic voices in this student's writing. Such analysis has been shown to be beneficial to teachers for understanding linguistically diverse student writers. The findings were triangulated with observational data from the student's home and school, an interview with the student's teacher and interviews with the mother, who is the co-author of this study. The analysis revealed evidence of writing strengths in two languages, including flexible bilingualism and agency. Implications for school curriculum that develops student languages as a resource for learning are explored.

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Section: A Discourse Analysis Methods For Student Writingmentioning

confidence: 99%

Analysis of Compositions Written by a Chinese Child in Japan

Spence¹,

Tao²

2016

IAFOR J Educ

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“…He also points out that simple language exchange or physical participation in conversation should be differentiated from true dialogue involving both utterances and responses that make meaning. Freeman and Ball (2004) utilize the Bakhtinian concept of ideological becoming and refer to how we develop a way of viewing the world rather than how we construct knowledge or concepts (p. 5). This conceptualization also presupposes the diversity of ideologies -sets of ideas reflecting the different social needs of individuals, groups and cultures -which can only be shared and understood through dialogical interactions.…”

Section: Bakhtin's Concept Of Dialogicmentioning

confidence: 99%

Polysynchronous: Dialogic Construction of Time in Online Learning

Öztok

Wilton

Lee

et al. 2014

E-Learning and Digital Media

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Online learning has been conceptualized for decades as being delivered in one of two modes: synchronous or asynchronous. Technological determinism falls short in describing the role that the individuals' psychological, social and pedagogical factors play in their perception, experience and understanding of time online. This article explores the history of synchronous and asynchronous concepts and argues that an examination of students' perception of time in online contexts is required if we are to move past asynchronous-synchronous dualities toward a more nuanced understanding of how time manifests itself and affects pedagogical practices. Bakhtin's concept of the dialogic is used as a framework to explore how time in online learning has been reshaped through dialogue. A new description of time online as being polysynchronous is suggested and the illustrations provided explore the educational implications of this time shift on online discussions.

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“…In Bakhtinian writings, 'ideological becoming refers to how we develop our way of viewing the world, our system of ideas, what Bakhtin calls an ideological self' (Freedman & Ball, 2004, p. 5; original emphasis). In pretend play, children are developing an understanding of their social worlds, of self, as they re-enact social roles and voice pretend characters.…”

Section: Bakhtin's Dialogic Processmentioning

confidence: 99%

The Heteroglossic World of Preschoolers' Pretend Play

Cohen

2009

Contemporary Issues in Early Childhood

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This inquiry applied Bakhtin's dialogic process to the pretend play of preschool children using an interpretive approach. It used vignettes from videotaped data and Bakhtin's theories of dialogism and heteroglossia to provide an understanding of how children appropriate social roles and rules in pretend play and use a variety of 'voices' in role enactment. The study also demonstrates how role enactment contributes to the development of children's ideological self; and how the relation between the self and social/cultural contexts, a perennial issue in the social sciences, is evident within preschool children's pretend play. When applying Bakhtin's dialogic theory to pretend play, three facets became evident. First, children appropriated and assimilated others' words in play. Second, children engaged in a heteroglossic world as they employed different ways of talking to enact play roles. Third, children engaged in a struggle between an authoritative voice and internally persuasive discourse.

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Ideological Becoming: Bakhtinian Concepts to Guide the Study of Language, Literacy, and Learning

Cited by 94 publications

References 9 publications

Analysis of Compositions Written by a Chinese Child in Japan

Analysis of Compositions Written by a Chinese Child in Japan

Polysynchronous: Dialogic Construction of Time in Online Learning

The Heteroglossic World of Preschoolers' Pretend Play

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