The Process of Ideological Becoming

“…In our judgment, Peter was successful in building authorial relations with his students (and Devon), as it was evident in their collaborative explorations of their ways of becoming good teachers and interest in being together in their classroom. The evidence of authorial relations is discernible in the establishment of the pedagogical regime of internally persuasive discourse, in which everything could be tested and testable in his classroom with the preservice teachers (Bakhtin, 1991;Matusov & von Duyke, 2010;Morson, 2004). However, in our view, Peter failed to make a dialogic authorial approach visible for his students (even, arguably, including John).…”

Section: A187mentioning

confidence: 84%

Dialogic education for and from authorial agency

Matusov

Smith

Soslau

et al. 2016

Dialogic Pedagogy Journal

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In this paper, we extend Bakhtin's ethical philosophical ideas to education and introduce a dialogic authorial agency espoused approach. We then consider this approach in opposition to the mainstream technological espoused approach, while focusing our contrasting analysis on student's authorial agency and critical dialogue. We argue that the technological approach assumes that the "skills" or "knowledge" are garnered in pursuit of preset curricular endpoints (i.e., curricular standards). Since the goals of the technological approach are divorced from the students ' personal goals, values, and interests, they are incompatible and irreconcilable with what we idealize as the true goal of education, education for agency.The authorial agency approach to education (Dialogic Education For and From Authorial Agency) emphasizes the unpredictable, improvisational, eventful, dialogic, personal, relational, transcending, and ontological nature of education. The authorial agency of the student and of the teacher are valued and recognized by all participants as the primary goal of education -supported by the school system and broader society. The approach defines education as a learner's leisurely pursuit of critical examination of the self, the life, and the world in critical dialogue. The purpose of authorial agency pedagogy is to facilitate this process by promoting students' agency and unique critical voices in socially desired practices -critical voices, recognized by the students themselves and others relevant to the particular practice(s). Ultimately, in the authorial education for and from authorial agency, students are led into investigating and testing their ideas and desires, assuming new responsibilities and developing new questions and concerns.Finally, we describe and analyze the first author's partially successful and partially failing attempt to enact a dialogic authorial approach. It will allow the reader to both visualize and problematize a dialogic authorial approach. We will consider a case with a rich "e-paper trail" written by 11 undergraduate, pre-service teacher education students (mostly sophomores), and the instructor (Peter, the first author, pseudonym) in a course on cultural diversity. ISSN: 2325-3290 (online)Dialogic Education for and from Authorial Agency Eugene Matusov, Mark Smith, Elizabeth A163 The case focuses on the university students (future teachers) and their professor discussing several occasions that involved interactions between Peter and one minority child in an afterschool center. Our research questions in this empirical study were aimed at determining the successes, challenges, and failures of the dialogic authorial pedagogical approach and conditions for them.Eugene Matusov is a Professor of Education at the University of Delaware. He studied developmental psychology with Soviet researchers working in the Vygotskian paradigm and worked as a schoolteacher before immigrating to the United States. He uses sociocultural and Bakhtinian dialogic approaches to education. ...

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“…A pedagogical critique of Paley's decision involves her shift from an educational democratic pedagogical regime, where truth is tested and forever testable (Morson, 2004), to an authoritarian pedagogical regime, where truth is imposed by the authority. Matusov and Smith (Matusov, 2009, ch.…”

Section: The Case Of Vivian Paley Excluding Exclusion: "You Can't Saymentioning

confidence: 99%