The DOI matches its Crossref record; 52 of the 52 references it cites were found in a registry or an index.
Dialogic or dialectic? The significance of ontological assumptions in research on educational dialogue
Abstract
This article explores the relationship between ontological assumptions and studies of educational dialogue through a focus on Bakhtin's ‘dialogic’. The term dialogic is frequently appropriated to a modernist framework of assumptions, in particular the neo‐Vygotskian or sociocultural tradition. However, Vygotsky's theory of education is dialectic, not dialogic. From a dialogic perspective the difference between voices in dialogue is constitutive of meaning in such a way that it makes no sense to imagine ‘overcoming’ this difference. By contrast, due to the implicit assumption that meaning is ultimately grounded on identity rather than upon difference, the dialectic perspective applied by Vygotsky interprets differences as ‘contradictions’ that need to be overcome or transcended. A case study of research on exploratory talk is used to illustrate the potential for a fruitful relationship between ‘high level’ theory and research that is relevant to classroom practice.
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Cites
(1978) · Medical Entomology and Zoology · Cited by 53,488
Vygotsky, L. S. (1964) · Bulletin of the Orton Society · doi:10.1007/bf02928399 · Cited by 20,704
The theory of communicative action
(2014) · The Philosophy of Habermas · doi:10.4324/9781315710495-5 · Cited by 8,634
Speech Genres and Other Late Essays
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Speech Genres and Other Late Essays
Melaver, M., Bakhtin, M. M., McGee, V. W., Emerson, C., & Holquist, M. (1987) · Poetics Today · doi:10.2307/1772598 · Cited by 3,185
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Cited by
Classroom dialogue: a systematic review across four decades of research
Howe, C., & Abedin, M. (2013) · Cambridge Journal of Education · doi:10.1080/0305764x.2013.786024 · Cited by 606
Lin, A. M. Y. (2019) · International Journal of Bilingual Education and Bilingualism · doi:10.1080/13670050.2018.1515175 · Cited by 316
Indigenous dialogic teaching: Orality in a Tibetan school in China
Tong, L., & Zhou, Y. (2023) · Learning, Culture and Social Interaction · doi:10.1016/j.lcsi.2023.100776 · Cited by 5
Metadata
- Authors
- Wegerif, R.
- Venue
- British Educational Research Journal
- Publisher
- Wiley
- Published
- 2008-06
- Volume
- 34
- Issue
- 3
- Pages
- 347-361
- ISSN
- 0141-1926 (ISSN-L)
- 1469-3518
- OpenAlex
- W1994947689
- Cited by
- 259
- References
- 52
- FWCI
- 41.50
- Type
- journal article
- Language
- en
- Open access
- closed
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