Values in dialogic pedagogy

Abstract

Abstract

Framing Young Children’s Humour and Practitioner Responses to it Using a Bakhtinian Carnivalesque Lens

“…Perhaps a conscious move away from early childhood education as preparatory and focused on what children will become, towards Bakhtinian-inspired dialogic pedagogy (Matusov 2009) that encourages practitioners to notice and value the contributions of children, might expedite a different and progressive way of framing children's humour. Further research for my doctoral study should help to unravel this conundrum and present a fresh, but not finalising, perspective.…”

Chronotopes in education: Conventional and dialogic

“…At the same time, the student's unconditional cooperation with the teacher's demands is supposed to ensure the student's high performance on the test. There is even a suspicion among the general public and politicians, supported by ethnographic research, that many conventional teachers prioritize the students' unconditional cooperation (i.e., obedience) over achieving the curricular endpoints -so called "defensive teaching" (Jackson, 1968;Kennedy, 2005;Matusov, 2009a;Waller, 1932), "…what might on the surface appear to be untrained teaching was in fact the active response of some of the best teachers observed as they confronted the organization which rewarded their ability to control students more than their ability to 'really teach'" (McNeil, 1986, p. 211). The recent Standard movements (see NCATE, http://www.ncate.org/public/standards.asp) and the No Child Left Behind school policies (http://www2.ed.gov/admins/lead/account/saa.html) reflect this concern.…”

“…There is evidence that students' perception of conventional school heavily involves feelings of being tired and bored (DePalma, Matusov, & Smith, 2009;Hart, 2006;Jackson, 1968;Waller, 1932;Yazzie-Mintz, 2006), which can be symptoms for this ecological impossibility for the espoused A-chronotope. Majority of students of conventional schools look forward to times when school is over or canceled (Matusov, 2009a).…”

“…Similarly, the content and instruction are independent of the classroom order in the espoused A-chronotope. The firewall separation and the great divide of the ontology and didactics in the espoused A-chronotope is probably the most acute reason of why teachers and students feel so alienated in the classroom (Matusov, 2009a;M. P. Smith, 2010;Whitson, 2007).…”

“…The scope of this paper is limited to description of an abstract typology of the educational chronotopes in Dialogic Pedagogy, as certain conceptual abstractions, and does not consider, in any depth, the institutional and/or cultural constraints and affordances for them and complexities of their interaction with each other. Elsewhere (Matusov, 2009a), I analyzed in detail the conventional school chronotope (both espoused and in-use) in its complexity. In this paper, I provide only sketch of espoused conventional schooling 8 chronotope that serves me for providing important background and as primary dialogic opposition to chronotopes of Dialogic Pedagogy -the latter is my primary focus of this paper.…”