Mikhail Bakhtin and His Response to Authoritative Discourse

Abstract

Unlike the third eye of Tibetan Buddhism, which gives those who possess it a vision of the secret unity holding creation together, Bakhtin seems to have had a third ear that permitted him to hear differences where others perceived only sameness, especially in the apparent wholeness of the human voice.-Michael Holquist (1983) The writings of the Russian philosopher Mikhail Mikhailovich Bakhtin (17 November 1895-7 March 1975) have enriched the fields of literary theory, cultural and historical linguistics, ethics, religious criticism and other human sciences (such as psychology, sociology and anthropology). The corpus of his work is so varied and wide ranging in its application that it is hard to collect and classify all his concepts under one domain of study. Coulter (1999) maintains that Bakhtin does not articulate and develop one coherent set of ideas; rather, he develops the same idea many times or many ideas at the same time.Bakhtin's works and ideas gained popularity after his death. He lived through many tough moments in his professional life in the Soviet Union. In the 1930s and 1940s, when the Stalinist party was at its height in the Soviet Union, it ignored all other voices and enforced a new form of subjugation (Stewart, 1983). Scholars whose work deviated from the Contemporary Education Dialogue 12(1) 87-109

Chapeau à vous : French-minority Language Teachers’ Pandemic Pedagogies

“…In addition to sociolinguistics, Bakhtin's theory of dialogism, wherein language and speech acts are living phenomena that develop and change through social interaction, was also drawn upon in this study (St John, 2014). Dialogism also encourages the co-construction of knowledge particularly through dialogue and collaboration (Aggarwal, 2015). The teachers who participated in this study co-constructed knowledge with us through dialogue which occurred mainly in French (Heron et al, 2018).…”

The Use of Ideological Becoming in English Literature as a Means to Stimulate Students’ Readiness to Speak

“…The state of ideological becoming is achieved when he or she manages to transform his or her discourse from authoritative to internally persuasive. The term ideology embedded in the phrase is unnecessarily related to politics as it is initially defined as "developing ideas" within the context of Russian lexicon (22). Instead, Bakhtin refers to it as one's worldview and system of ideas.…”

“…This process also involves resistance and negotiation of meaning in maintaining the equilibrium between authoritative discourse and internally persuasive discourse. In addition, by being internally persuasive, one would learn to be critical towards new knowledge and to be actively engaged in "the logical layering of thought processes", therefore helping one to form his or her ideological self (22).…”