WIKI: Recommended literature on Dialogic Pedagogy (an incomplete list)
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Adler, M. J. (1982). The Paideia proposal: An educational manifesto. New York: Macmillan.
Adler, M. J., & Paideia Group. (1984). The Paideia program: An educational syllabus. New York: Collier Macmillan.
Anderson, M. A. (2010). Investigating the impact of an engaged adolescent participation in Hip-Hop pedagogy: An exploration of the educational possibilities of youth culture. PhD Doctoral dissertation, University of Delaware, Newark.
Asterhan, C. S. C., & Schwarz, B. B. (2007). The effects of monological and dialogical argumentation on concept learning in Evolutionary Theory. Journal of Educational Psychology, 99(3), 626–639.
Bakhtin, M. M. (1984). Rabelais and his world. Bloomington: Indiana University Press.
Bakhtin, M. M. (1986). Speech genres and other late essays. Austin: University of Texas Press.
Bakhtin, M. M. (1990). Art and answerability: Early philosophical essays. Austin: University of Texas Press.
Bakhtin, M. M. (1991). Dialogic imagination: Four essays by M. M. Bakhtin. Austin, TX: University of Texas Press.
Bakhtin, M. M.(1993). Toward a philosophy of the act. Austin: University of Texas Press.
Bakhtin, M. M. (1999). Problems of Dostoevsky's poetics. Minneapolis: University of Minnesota Press.
Bakhtin, M. M. (2004). Dialogic origin and dialogic pedagogy of grammar: Stylistics in teaching Russian language in secondary school. Journal of Russian & East European Psychology, 42(6), 12-49.
Ball, A. F., & Freedman, S. W. (2004). Bakhtinian perspectives on language, literacy, and learning. Cambridge, UK ; New York: Cambridge University Press.
Berlyand, I. E. (1996). Puzzles of the number. Moscow: Academia.
Berlyand, I. E. (2009). A few words about Bibler's dialogics: The School of the Dialogue of Cultures conception and curriculum. Journal of Russian & East European Psychology, 47(1), 20–33.
Berlyand, I. E. (2009). Puzzles of the number: Dialogue in the early grades of the School of the Dialogue of Cultures. Journal of Russian & East European Psychology, 47(1), 61–95.
Bialostosky, D. H. (1986). Dialogics as an art of discourse in literary criticism. Publications of the Modern Language Association, 101(5), 788-797.
Bialostosky, D. H. (1989). Dialogic, pragmatic, and hermeneutic coversation: Bakthin, Rorty, and Gadamer. Critical Studies, 1(2), 107-119.
Bibler, V. S. (2009). The foundations of the School of the Dialogue of Cultures Program. Journal of Russian & East European Psychology, 47(1), 34–60.
Billig, M. (1996). Arguing and thinking: A rhetorical approach to social psychology (New ed.). Cambridge, UK: Cambridge University Press.
Bloome, D., & Katz, L. (1997). Literacy as social practice and classroom chronotopes. Reading & Writing Quarterly, 13(3), 205-225.
Booth, W. C. (1979). Critical understanding: The powers and limits of pluralism. Chicago: University of Chicago Press.
Boyd, M. P., & Markarian, W. C. (2011). Dialogic teaching: Talk in service of a dialogic stance. Language and Education, 25(6), 515-534.
Buber, M. (2000). I and Thou. New York: Scribner.
Buber, M. (2002). Between man and man. London: Routledge.
Burbules, N. C. (1993). Dialogue in teaching: Theory and practice. New York: Teachers College Press.
Candela, A. (1999). Students' power in classroom discourse. Linguistics and Education, 10(2), 139-163.
Casey, J. G. (2005). Diversity, discourse, and the working-class student Academe, 91(4), 33-36.
Caulfield, P. J. (1991). From Brazil to Buncombe county: Freire and posing problems. Educational Forum, 55(4), 307-318.
Cooper, P. (2005). Literacy learning and pedagogical purpose in Vivian Paley's "storytelling curriculum".Journal of Early Childhood Literacy 5(3), 229-251.
Delpit, L. D. (1993). The silenced dialogue: Power and pedagogy in educating other people's children. In L. Weis & M. Fine (Eds.), Beyond silenced voices: Class, race, and gender in United States schools.(pp. 119-139). Albany, NY, US: State University of New York Press.
Elias, J. L. (1976). Conscientization and deschooling: Freire's and Illich's proposals for reshaping society(Original ed.). Philadelphia: Westminster Press.
Elias, J. L. (1994). Paulo Freire: Pedagogue of liberation (Original ed.). Malabar, Fl: Krieger Pub. Co.
Ellsworth, E. (1992). Why doesn't this feel empowering? Working through the repressive myths of critical pedagogy. In C. Luke & J. Gore (Eds.), Feminisms and critical pedagogy (pp. 90-119). New York: Routledge.
Emerson, C. (1997). The first hundred years of Mikhail Bakhtin. Princeton, NJ: Princeton University Press.
Fecho, B. (2011). Cultures in contact zones. Journal of Russian & East European Psychology, 49(2), 44-49.
Fecho, B. (2011). Teaching for the students: Habits of heart, mind, and practice in the engaged classroom. New York: Teachers College.
Fecho, B. (2011). Writing in the dialogical classroom: Students and teachers responding to the texts of their lives. Urbana, IL: National Council of Teachers of English.
Fendler, L. (1998). What is it impossible to think? A genealogy of the educated subject. In T. S. Popkewitz & M. Brennan (Eds.), Foucault's challenge: Discourse, knowledge, and power in education (pp. 39-63). New York: Teachers College Press.
Fernandez, E. (1994). A kinder, gentler Socrates: Conveying new images of mathematics dialogue. For the Learning of Mathematics, 14(3), 43-47.
Frankl, V. E. (1976). Man in search of meaning. Waco, Texas: Word Inc.
Frankl, V. E., Fairchild, R. W., & Ungersma, A. J. (1986). Logotherapy. Berkeley, CA.
Freire, P. (1976). Education: The practice of freedom. London: Writers and Readers Publishing Cooperative.
Freire, P. (1978). Pedagogy in process: The letters to Guinea-Bissau. New York: Seabury Press.
Freire, P. (1986). Pedagogy of the oppressed. New York: Continuum.
Freire, P., & Freire, P. (1973). Education for critical consciousness (1st American ed.). New York: Seabury Press.
Freire, P., & Macedo, D. P. (1987). Literacy: Reading the word & the world. South Hadley, Mass.: Bergin & Garvey Publishers.
Fromm, E. (1960). Foreword. In A. S. Neill (Ed.), Summerhill: A radical approach to child rearing (pp. ix-xvi). New York: Hart Publishing Company.
Fromm, E. (1969). Escape from freedom. New York,: Avon Books.
Gadamer, H.-G. (1975). Truth and method. New York: Continuum.
Gagarin, M. (2001). Did the Sophists aim to persuade? Rhetorica, 19(3), 275-291.
Galilei, G., & Drake, S. (2001). Dialogue concerning the two chief world systems, Ptolemaic and Copernican. New York: Modern Library.
Gardiner, M. (1992). The dialogic critique: M. M. Bakhtin and the theory of ideology. New York: Routledge.
Garlikov, R. (1998). Contributed Commentary on Volume 5 Number 20: Rud "The use and abuse of Socrates in present day teaching.". Educational Policy Analysis Archives Retrieved April, 5, 2005, from http://epaa.asu.edu/epaa/v5n20c1.html
Gee, J. P. (1996). Social linguistics and literacies: Ideology in discourses (2nd ed.). London: Taylor & Francis.
Greenberg, D. (1991). Free at last: The Sudbury Valley School. Framingham, MA: Sudbury Valley School Press.
Greenberg, D. (1992b). The Sudbury Valley School experience. Framingham, MA: Sudbury Valley School Press.
Griffith, W. S. (1972). Paulo Freire: Utopian perspective on literacy education for revolution. In S. M. Grabowski (Ed.), Paulo Freire: A revolutionary dilemma for the adult educator (pp. 67-82). Syracuse, NY: Syracuse University, Publications in Continuing Education.
Gutierrez, K., Rymes, B., & Larson, J. (1995). Script, counterscript, and underlife in the classroom: James Brown vs. Board of Education. Harvard Education Review, 65(3), 445-472.
Hansen, D. T. (1988). Was Socrates a "Socratic" teacher? Educational Theory, 38(2), 213-224.
Hargreaves, A. (1994). Changing teachers, changing times: Teachers' work and culture in the postmodern age. London: Cassell.
Havel, V., & Vladislav, J. (1989). Living in truth: Twenty-two essays published on the occasion of the award of the Erasmus Prize to Vaclav Havel (Paperback ed.). London: Faber and Faber.
Holquist, M. (1990). Dialogism: Bakhtin and his world. London: Routledge.
Jensen, V. S. (2009). Into the marginal zone — An autoethnographic journey through teaching experience. Master Thesis in Philosophy of Education, University of Bergen, Bergen, Norway.
Kanellopoulos, P. A. (2011). In pursuit of musical freedom through free improvisation: A Bakhtinian provocation to music education. In E. J. White & M. Peters (Eds.), Bakhtinian pedagogy: Opportunities and challenges for research, policy and practice in education across the globe (pp. 91-116). New York: Peter Lang Publishers.
King, N. R. (1993). You Can't Say You Can't Play (Book review). [Book Review]. Educational Studies, 24(4), 333-338.
Kolikant, Y. B.-D. (2011). Nurturing dialogical capacity among tomorrow's adults. Journal of Russian & East European Psychology, 49(2), 90-96.
Kurganov, S. Y. (2009). Reading and literature in the primary and middle Schools of the Dialogue of Cultures.Journal of Russian & East European Psychology, 47(2), 30–58.
Laclau, E., & Mouffe, C. (2001). Hegemony and socialist strategy: Towards a radical democratic politics (2nd ed.). London: Verso.
Latour, B. (1987). Science in action: How to follow scientists and engineers through society. Cambridge, MA: Harvard University Press.
Latour, B. (1996). On interobjectivity. Mind, Culture and Activity, 3(4), 228-245.
Lave, J. (1992). Word problems: A microcosm of theories of learning. In P. Light & G. Butterworth (Eds.),Context and cognition: Ways of learning and knowing. (pp. 74-92). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.
Leander, K. (2002). Silencing in classroom interaction: Producing and relating social spaces. Discourse processes, 32(2), 193-235.
Lefstein, A. (2010). More Helpful as Problem than Solution: Some Implications of Situating Dialogue in Classrooms. In K. Littleton & C. Howe (Eds.), Educational dialogues: understanding and promoting productive interaction (pp. 170-191). Abingdon, Oxon: Routledge.
Lefstein, A., & Snell, J. (2011). Classroom discourse: the Promise and Complexity of Dialogic Practice. In S. Ellis, E. McCartney & J. Bourne (Eds.), Insight and Impact: Applied Linguistics and the Primary School. Cambridge: Cambridge University Press.
Lemke, J. L. (1990). Talking science: Language, learning, and values. Norwood, NJ: Ablex Pub. Corp.
Lensmire, T. J. (1994). When children write: Critical re-visions of the writing workshop. New York: Teacher College Press.
Lensmire, T. J. (1994). Writing workshop as carnival: Reflections on an alternative learning environment.Harvard Educational Review, 64, 371-391.
Lensmire, T. J. (2011). The student in the School of the Dialogue of Cultures, or a brief note on problems, pluralism, and power. Journal of Russian & East European Psychology, 49(2), 67-70.
Linden, J. L. v. d., & Renshaw, P. (2004). Dialogic learning: Shifting perspectives to learning, instruction, and teaching. New York: Kluwer Academic Publishers.
Linell, P. (1998). Approaching dialogue: Talk, interaction and contexts in dialogical perspectives. Philadelphia: J. Benjamins Publishing Company.
Maranhão, T. (1990). Introduction. In T. Maranhão (Ed.), The interpretation of dialogue (pp. 1-22). Chicago: University of Chicago Press.
Mashayekh, F. (1974). Freire — the man, his ideas, and their implications. Literacy Discussion (Spring), 1-62.
Matusov, E. & Soslou, E. (2010). A structuralist approach to argumentation in education
. Review essay of the book [Muller Mirza, N., & Perret-Clermont, A.-N. (2009, Eds.), Argumentation and education: Theoretical foundations and practices
. New York: Springer].Culture and Psychology
Matusov, E. (2010). Schooling as an industry of economy
(the full version). Review of the book [Sidorkin, A. (2009). Labor of learning: Market and the next generation of educational reform
. Rotterdam: Sense Publisher.] Power & Education
(1), 111-114 (the short version).
Matusov, E. (2011). Authorial teaching and learning
. In E. J. White & M. Peters (Eds.), Bakhtinian pedagogy: Opportunities and challenges for research, policy and practice in education across the globe
(pp. 21-46). New York: Peter Lang Publishers.
Matusov, E., St. Julien, J., & Whitson, J. A. (2001). PBL in preservice teacher education
. In S. Groh, B. Duch, and D. Allen (Eds), The power of Problem-based Learning: A practical "How To" for teaching undergraduate courses in any discipline
(pp.237-249). Sterling, VA: Stylus Publishing.
Mayo, C., Alburquerque Candela, M., Matusov, E., & Smith M. (2008). Families and schools apart: University experience to assist Latino/a parents’ activism
. In F. Peterman (Ed.), Partnering book: Community activism in partnering to prepare urban teachers,
pp., 103-132. Washington, DC: American Association of Colleges for Teacher Education.
McDermott, R. P. (1988). Inarticulatedness. In D. Tannen (Ed.), Linguistic in context (pp. 37-68). Norwood, NJ: Ablex.
McDermott, R. P. (1993). The acquisition of a child by a learning disability. In S. Chaiklin & J. Lave (Eds.),Understanding practice: Perspectives on activity and context (pp. 269-305). New York: Cambridge University Press.
McLaren, P. (1993). Schooling as a ritual performance: Towards a political economy of educational symbols and gestures (2nd ed.). London ; New York: Routledge.
McNeil, L. M. (1986). Contradictions of control: School structure and school knowledge. New York: Routledge & K. Paul.
Mecke, J. (1990). Dialogue and narration (the narrative principle). In T. Maranhão (Ed.), The interpretation of dialogue (pp. 195-215). Chicago: University of Chicago Press.
Mehan, H. (1979). Learning lessons: Social organization in the classroom. Cambridge, MA: Harvard University Press.
Mercer, N., & Littleton, K. (2007). Dialogue and the development of children's thinking : A sociocultural approach. London: Routledge.
Michaels, S., & Cazden, C. B. (1986). Teacher/child collaboration as oral preparation for literacy. In B. B. Schieffelin & P. Gilmore (Eds.), The acquisition of literacy: Ethnographic perspectives (pp. 132-154). Norwood, NJ: Ablex.
Minick, N. (1993). Teacher's directives: The social construction of "literal meanings" and "real worlds" in classroom discourse. In S. Chaiklin & J. Lave (Eds.), Understanding practice: Perspectives on activity and context (pp. 343-374). New York: Cambridge University Press.
Miyazaki, K. (2006). Another imaginative approach to teaching: A Japanese view. Academiea, 4(5), 22-31.
Miyazaki, K. (2007, July). Teacher as the imaginative learner: Egan, Saitou, and Bakhtin. Paper presented at the the 2nd annual research symposium on imagination and education, Vancouver, Canada.
Miyazaki, K. (2011). Encountering another dialogic pedagogy. Journal of Russian & East European Psychology, 49(2), 36-43.
Moerman, M. (1988). Talking culture: Ethnography and conversation analysis. Philadelphia: University of Pennsylvania Press.
Morse, R. A. (1994). The classic method of Mrs. Socrates. The Physics Teacher, 32(May), 276-277.
Morson, G. S. (2004). The process of ideological becoming. In A. F. Ball & S. W. Freedman (Eds.),Bakhtinian perspectives on language, literacy, and learning (pp. 317-331). Cambridge, UK; New York: Cambridge University Press.
Morson, G. S. (2011). The worlds of others. Journal of Russian & East European Psychology, 49(2), 6-15.
Morson, G. S., & Emerson, C. (1989). Rethinking Bakhtin: Extensions and challenges. Evanston, Ill.: Northwestern University Press.
Morson, G. S., & Emerson, C. (1990). Mikhail Bakhtin: Creation of a prosaics. Stanford, CA: Stanford University Press.
Murphy, D. (1992). Tolstoy and education. Blackrock, Co. Dublin: Irish Academic Press.
Neill, A. S. (1960). Summerhill: A radical approach to child rearing. New York: Hart Publishing Company.
Nicholas. (1954). Of learned ignorance. London: Routledge & Paul.
Nikulin, D. (1998). Mikhail Bakhtin: A theory of dialogue. Constellations, 5(3), 381-402.
Nystrand, M. (1997). Opening dialogue: Understanding the dynamics of language and learning in the English classroom. New York: Teachers College Press.
Paley, V. G. (1992). You can't say you can't play. Cambridge, MA: Harvard University Press.
Pekarsky, D. (1994). Socratic teaching: A critical assessment. Journal of Moral Education, 23(2), 119-134.
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Shor, I. (1987). Critical teaching and everyday life. Chicago: University of Chicago Press.
Shor, I., & Freire, P. (1987a). A pedagogy for liberation: Dialogues on transforming education. South Hadley, Mass.: Bergin & Garvey Publishers.
Shor, I., & Freire, P. (1987b). What is the "dialogical method" of teaching? Journal of Education, 169(3), 11-31.
Sidorkin, A. M. (1999). Beyond discourse: Education, the self, and dialogue. Albany, NY: State University of New York Press.
Sidorkin, A. M. (2002). Learning relations: Impure education, deschooled schools, & dialogue with evil. New York: P. Lang.
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Smith, M. P. (2010). The parallel discursive universes of teachers and students. PhD Doctoral Dissertation, University of Delaware, Newark, DE.
Smith, M. P., & Matusov, E. (2011). A proposal for a new schooling: Reciprocity and authentic dialogue
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. New York: P. Lang.] Mind, Culture, and Activity
Solomadin, I., & Kurganov, S. Y. (2009). The history of World Culture as Dialogue of Cultures middle and high school curricula. Journal of Russian & East European Psychology, 47(2), 3–29.
Solomadin, I., & Matusov, E. (2009). Eugene Matusov’s interview with Igor Solomadin, one of the founders of the School of the Dialogue of Cultures pedagogical movement. Journal of Russian & East European Psychology, 47(2), 81–94.
Solomadin, I., & Matusov, E. (2011). Commentaries on the School of the Dialogue of Cultures. Journal of Russian & East European Psychology, 49(2), 4-5.
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Sullivan, P. (2011). Commentary on the School of the Dialogue of Cultures. Journal of Russian & East European Psychology, 49(2), 56-61.
Sullivan, P. (2011). Qualitative data analysis using a dialogical approach. Thousand Oaks, CA: Sage Publications.
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Tolstoy, L., & Blaisdell, R. (2000). Tolstoy as teacher: Leo Tolstoy's writings on education. New York: Teachers & Writers Collaborative.
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Wertsch, J. V. (2002). Voices of collective remembering. Cambridge, UK: Cambridge University Press.
White, E. J. (2011). Response to the School of the Dialogue of Cultures as a dialogic pedagogy. Journal of Russian & East European Psychology, 49(2), 77-82.
White, E. J., & Peters, M. (2011). Bakhtinian pedagogy: Opportunities and challenges for research, policy and practice in education across the globe. New York: P. Lang.
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