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Dialogic Pedagogy

There is "no alibi in Being" — Bakhtin (1993)

Recommended literature on Dialogic Pedagogy

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Wikis > Recommended literature on Dialogic Pedagogy

WIKI: Recommended literature on Dialogic Pedagogy (an incomplete list)

Registered users can add their own references. Please place them in the current APA style in the alphabetical order. The reference list is incomplete and doubtfully ever to be completed. If you do not see your or somebody else's important scholarship on Dialogic Pedagogy on this list, it means you need to add it, please. To add or edit the Literature list, please, use Edit. To post a Comment, go to the bottom of the page, please.

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.
Alexander, R.J. (2001) Culture and Pedagogy, Blackwell, especially chapters 15 and 16, pp 391-528 http://eu.wiley.com/WileyCDA/WileyTitle/productCd-0631220518,descCd-reviews.html
Alexander, R.J. (2008) Towards Dialogic Teaching: rethinking classroom talk (4th edition), Dialogos http://www.robinalexander.org.uk/docs/TDTform.pdf
Alexander, R.J. (2008) Essays on Pedagogy, Routledge, chapters 4, 5, 6 and 7, pp 72-172, and appendix, pp 184-191. http://www.routledge.com/books/details/9780415454834
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.
Boghossian, P. (2002). Socratic pedagogy, race, and power: From people to propositions Education Policy Analysis Archives, 10(3), available: http://epaa.asu.edu/epaa/v10n13.html.
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.
DePalma, R., Matusov, E., & Smith, M. (2009). Smuggling authentic learning into the school context: Transitioning from an innovative elementary to a conventional high schoolTeachers College Record, 111 (4), 934-972.
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.
Facundo, B. (1984). Freire-inspired programs in the United States and Puerto Rico: A critical evaluation, Available from http://www.uow.edu.au/arts/sts/bmartin/dissent/documents/Facundo/Facundo.html  
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. (1992a). The birth of a new paradigm for education. Retrieved from http://www.sudval.com/05_underlyingideas.html#05
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.
Hayes, R. & Matusov, E. (2001). [Review of book Research on Young Blind Children's Development: Struggles With a Deficit Model and Cognitivism Language Development and Social Interaction in Blind Childrenby M. Perez Pereira and G. Conti-Ramsden; Hove, UK: Psychology Press, 1999.] Linguistics and Education12(4), 467-470.
Hayes, R., & Matusov, E. (2005). Designing for dialogue in place of teacher talk and student silenceCulture and Psychology, 11(3), 339-357.
Hayes, R., & Matusov, E. (2005). From ‘ownership’ to dialogic addressivity: Defining successful digital storytelling projectsTechnology, Humanities, Education, Narrative (THEN) Journal, March 3, available online: http://thenjournal.org/feature/75.
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). Learning as participation in communities of practice. Paper presented at the meeting of the American Educational Research Association, San Francisco, CA.
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 Psychology16(4), 549–557.
Matusov, E. & St. Julien, J. (2004). Print literacy as oppression: Cases of bureaucratic, colonial, totalitarian literacies and their implications for schoolingTEXT International Journal24(2), 197-244.
Matusov, E. (1996). Intersubjectivity without agreementMind, Culture, and Activity, 3(1), 25-45.
Matusov, E. (1997). [Review of the book Constructionism in Practice: Designing, Thinking, and Learning in a Digital World, Y. Kafai and M. Resnick (Eds.)]. Journal of Educational Computing Research, 16(4), 397-404.
Matusov, E. (1997). The types of students' communication for ideal school. [Review of the book The types of communication in education by G. A. Zukerman] Mind, Culture, and Activity, 4(2), 132-136.
Matusov, E. (1999). How does a community of learners maintain itself: Ecology of an innovative schoolAnthropology and Education Quarterly, 30 (2), 161-186.
Matusov, E. (2001). Becoming an adult member in a community of learners. In L. Bartlett, C. Goodman-Turkanis, & B. Rogoff (Eds.),Learning together: Children and adults in a school community. New York: Oxford University Press.
Matusov, E. (2001). Intersubjectivity as a way of informing teaching design for a community of learners classroomTeaching and Teacher Education, 17(4), 383-402.
Matusov, E. (2001). Vygotskij's theory of human development and new approaches to education. In N. J. Smelser and P. B. Baltes (Eds),International Encyclopedia of the Social and Behavioral Sciences. Elsevier Science Ltd, Oxford.
Matusov, E. (2004). Bakhtin's debit in educational research: Dialogic pedagogyJournal of Russian & East European Psychology, 42(6), 3-11.
Matusov, E. (2007). Application of Bakhtin scholarship on discourse and education: A critical review essayEducational Theory, 57 (2), 215-237.
Matusov, E. (2007). In search of "the appropriate" unit of analysis for sociocultural researchCulture & Psychology, 13(3), 307–333.
Matusov, E. (2008). Dialogue with cultural-historical Vygotskian colleagues about a sociocultural approachCulture & Psychology, 14 (1), 81-93.
Matusov, E. (2009). Journey into dialogic pedagogy (13-chapter monograph). Hauppauge, NY: Nova Publishers.
Matusov, E. (2009). The School of the Dialogue of Cultures pedagogical movement in Ukraine and RussiaJournal of Russian & East European Psychology, 47(1), 3-19.
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 & Education2(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. (2011). Imagining ‘No Child Left Behind’ being freed from neoliberal hijackersDemocracy and Education19 (2), 1-8.
Matusov, E. (2011). Too many references, just cut a few and it will be perfect: APA vs. Chicago. Mind, Culture, and Activity, 18(1), 58-66.
Matusov, E., & Hampel, R. (2008). Two perspectives on promotionAcademe, 94 (1), 37-39.
Matusov, E., & Hayes, R. (2000). Sociocultural critique of Piaget and Vygotsky. In New Directions in Psychology, 18(2-3): 215-239.
Matusov, E., & Smith, M. (2012). The middle-class nature of identity and its implications for education: A genealogical analysisIntegrative Psychological and Behavioral Science, 46(3), DOI 10.1007/s12124-012-9192-0.
Matusov, E., & Smith, M. P. (2007). Teaching imaginary children: University students’ narratives about their Latino practicum children.Teaching and Teacher Education, 23(5), 705-729.
Matusov, E., & von Duyke, K. (2010). Bakhtin’s notion of the Internally Persuasive Discourse in education: Internal to what? (A case of discussion of issues of foul language in teacher education). In K. Junefelt & P. Nordin (Eds.), Proceedings from the Second International Interdisciplinary Conference on perspectives and limits of dialogism in Mikhail Bakhtin Stockholm University, Sweden June 3-5, 2009 (pp. 174-199). Stockholm: Stockholm University.
Matusov, E., & White, C. (1996). Defining the concept of open collaboration from a sociocultural frameworkCognitive Studies: The Bulletin of the Japanese Cognitive Science Society, 3(4), 10-13.
Matusov, E., DePalma, R. & Drye, S. (2007). Whose development? Salvaging the concept of development within a sociocultural approach to educationEducational Theory57 (4), 403-421.
Matusov, E., DePalma, R., & Smith, M. (2010). The creation and maintenance of a “learning-loving minority” in conventional high school: A research-based response to John OgbuOxford Review of Education36(4), 463–480.
Matusov, E., Hayes, R., & Pluta, M. J. (2005). Using a discussion web to develop an academic community of learnersEducational Technology & Society8(2), 16-39.
Matusov, E., Pleasants, H., & Smith, M. (2003). Dialogic framework for cultural psychology: Culture-in-action and culturally sensitive guidanceReview Interdisciplinary Journal on Human Development, Culture and Education4(1), available online:http://cepaosreview.tripod.com/Matusov.html
Matusov, E., Smith, M., Candela, M. A., & Lilu, K. (2007). “Culture has no internal territory”: Culture as dialogue. In J. Valsiner & A. Rosa (Eds.), The Cambridge Handbook of Socio-Cultural Psychology (pp. 460-483). Cambridge, UK: Cambridge University Press.
Matusov, E., St. Julien, J., & Hayes, R. (2005). Building a creole educational community as the goal of multicultural education for preservice teachers. In L.V. Barnes (Ed.), Contemporary Teaching and Teacher Issues, pp. 1-38. Hauppauge, NY: Nova 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.
Matusov, E., St. Julien, J., Lacasa, P., & Alburquerque Candela, M. (2007). Learning as a communal process and as a byproduct of social activismOutlines: Critical Social Studies, 1(1), 21-37.
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.
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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.
Sidorkin, A. M. (2009). Labor of learning : Market and the next generation of education reform. Rotterdam, the Netherlands: Sense Publishers.
Simon, S., Erduran, S., & Osborne, J. (2006). Learning to teach argumentation: Research and development in the science classroom International Journal of Science Education, 28(2 & 3), 235-260.
Sinclair, J. M., & Coulthard, M. (1975). Towards an analysis of discourse: The English used by teachers and pupils. London: Oxford University Press.
Skidmore, D. (2000). From pedagogical dialogue to dialogical pedagogy. Language and Education, 14(4), 283-296. 
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. Review of the book [Sidorkin, A. M. (2002). Learning relations: Impure education, deschooled schools, & dialogue with evil. New York: P. Lang.] Mind, Culture, and Activity18(3), 297-300.
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. (2009). Eugene Matusov’s interview with Igor Solomadin, one of the founders of the School of the Dialogue of Cultures pedagogical movementJournal of Russian & East European Psychology, 47(2).
Solomadin, I., & Matusov, E. (2011). Commentaries on the School of the Dialogue of Cultures. Journal of Russian & East European Psychology, 49(2), 4-5.
Subbotsky, E. (1995). Development of pragmatic and non-pragmatic motivation. Human Development, 38, 217-234.
Sullivan, P. (2007). Examining the self–other dialogue through ‘Spirit’ and ‘Soul’. Culture & Psychology, 13(1), 105–128.
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.
Sullivan, P., Smith, M., & Matusov, E. (2009). Bakhtin, Socrates and the carnivalesque in educationNew Ideas in Psychology, 27 (3), 305-362.
Thomas, D. W. (1985). The torpedo's touch. Harvard Educational Review, 55(2), 220-222.
Tolstoy, L. (1967). Tolstoy on education (L. Wiener, Trans.). Chicago: University of Chicago Press.
Tolstoy, L., & Blaisdell, R. (2000). Tolstoy as teacher: Leo Tolstoy's writings on education. New York: Teachers & Writers Collaborative.
Toulmin, S. (1981). The tyranny of principles. The Hastings Center Report, December 1981.
Vlastos, G., & Burnyeat, M. (1994). Socratic studies. Cambridge; New York: Cambridge University Press.
Voloshinov, V. N. (1973). Marxism and the philosophy of language. New York: Seminar Press.
Walker, J. (1981). The end of dialogue: Paulo Freire on politics and education. In R. Mackie (Ed.), Literacy and revolution: The pedagogy of Paulo Freire. New York: Continuum.
Walton, D. N. (1996). Argumentation schemes for presumptive reasoning. Mahwah, NJ: L. Erlbaum Associates.
Wegerif, R. (2004). Towards a account of teaching general thinking skills that is compatible with the assumptions of sociocultural theory. In H. Brighouse, R. Curren & J. Justin (Eds.), Theory and research in education (Vol. 2, pp. 143-159). London: Sage.
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Weiler, K. (1994). Freire and a feminist pedagogy of difference. In P. McLaren & C. Lankshear (Eds.),Politics of liberation: Paths from Freire. New York: Routledge.
Wells, C. G. (1992, September). Re-evaluation of the IRF sequence: A proposal for the articulation of theories of activity and discourse for the analysis of teaching and learning in the classroom. Paper presented at the Conference for Sociocultural Research, Madrid, Spain.
Wells, C. G. (1999). Dialogic inquiry: Towards a sociocultural practice and theory of education. New York: Cambridge University Press.
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge, UK: Cambridge University Press.
Wertsch, J. V. (1991). The voice of rationality in a sociocultural approach to mind. In L. Moll (Ed.), Vygotsky and education: Instructional implications and applications of sociohistorical psychology (pp. 111-126). Cambridge, MA: Cambridge University Press.
Wertsch, J. V. (1991). Voices of the mind: A Sociocultural approach to mediated action. Cambridge, MA: Cambridge Press.
Wertsch, J. V. (1998). Mind as action. New York: Oxford University Press.
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.
Whitson, J. A. (2007). Education à la Silhouette: The need for semiotically-informed curriculum consciousness. Semiotica, 164(1/4), 235–329.
Wiltz, N. W., & Fein, G. G. (1996). Evolution of a narrative curriculum: The contributions of Vivian Gussin Paley. Young Children, 51, 61-68.
Wittgenstein, L., & Anscombe, G. E. M. (2001). Philosophical investigations: The German text, with a revised English translation (3rd ed ed.). Oxford ; Malden, Mass.: Blackwell.
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  1. how can one become involved in the Journal

    Posting by: francescalorenzi

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    Hello, I just stumbled on your site. I was wondering if the Journal is up and running and by whom it is published. I would be very interested in get... ...


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