Warning: call_user_func_array() expects parameter 1 to be a valid callback, no array or string given in C:\inetpub\wwwroot\DP-map\wp-includes\class-wp-hook.php on line 286

Dialogic Pedagogy

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

Recommended literature on Dialogic Pedagogy

avatar By: flag April 07, 2012, @ 22:38 Comment (1)

Revision for “Recommended literature on Dialogic Pedagogy” created on July 26, 2014 @ 16:21:13

Title
Recommended literature on Dialogic Pedagogy
Content
<p style="text-align: center"> <strong>WIKI: Recommended literature on Dialogic Pedagogy (an incomplete list)</strong> </p> <p> 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&#39;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<strong> Edit</strong>. To post a <strong>Comment</strong>, go to the bottom of the page, please.<br /> ------------------------------------------------------------ </p> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Adler, M. J. (1982).&nbsp;<i>The Paideia proposal: An educational manifesto</i>. New York: Macmillan. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Adler, M. J., &amp; Paideia Group. (1984).&nbsp;<i>The Paideia program: An educational syllabus</i>. New York: Collier Macmillan. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> <span style="background-color: white;text-indent: -0.5in">Alexander, R.J. (2001) Culture and Pedagogy, Blackwell, especially chapters 15 and 16, pp 391-528 </span><a href="http://eu.wiley.com/WileyCDA/WileyTitle/productCd-0631220518,descCd-reviews.html">http://eu.wiley.com/WileyCDA/WileyTitle/productCd-0631220518,descCd-reviews.html</a> </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> <span style="background-color: white;text-indent: -0.5in">Alexander, R.J. (2008) Towards Dialogic Teaching: rethinking classroom talk (4th edition), Dialogos </span><a href="http://www.robinalexander.org.uk/docs/TDTform.pdf">http://www.robinalexander.org.uk/docs/TDTform.pdf</a> </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> <span style="background-color: white;text-indent: -0.5in">Alexander, R.J. (2008) Essays on Pedagogy, Routledge, chapters 4, 5, 6 and 7, pp 72-172, and appendix, pp 184-191. </span><a href="http://www.routledge.com/books/details/9780415454834">http://www.routledge.com/books/details/9780415454834</a> </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> <span style="background-color: white;text-indent: -0.5in">Anderson, M. A. (2010). </span><i>Investigating the impact of an engaged adolescent participation in Hip-Hop pedagogy: An exploration of the educational possibilities of youth culture</i><span style="background-color: white;text-indent: -0.5in">. PhD Doctoral dissertation, University of Delaware, Newark.</span> </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Asterhan, C. S. C., &amp; Schwarz, B. B. (2007). The effects of monological and dialogical argumentation on concept learning in Evolutionary Theory.&nbsp;<i>Journal of Educational Psychology, 99</i>(3), 626&ndash;639. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Bakhtin, M. M. (1984).&nbsp;<i>Rabelais and his world</i>. Bloomington: Indiana University Press. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Bakhtin, M. M. (1986).&nbsp;<i>Speech genres and other late essays</i>. Austin: University of Texas Press. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> <span style="background-color: white;text-indent: -0.5in">Bakhtin, M. M. (1990).&nbsp;</span><i>Art and answerability: Early philosophical essays</i><span style="background-color: white;text-indent: -0.5in">. Austin: University of Texas Press.</span> </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Bakhtin, M. M. (1991).&nbsp;<i>Dialogic imagination: Four essays by M. M. Bakhtin</i>. Austin, TX: University of Texas Press. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Bakhtin, M. M.(1993).&nbsp;<i>Toward a philosophy of the act</i>. Austin: University of Texas Press. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Bakhtin, M. M. (1999).&nbsp;<i>Problems of Dostoevsky&#39;s poetics</i>. Minneapolis: University of Minnesota Press. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Bakhtin, M. M. (2004). Dialogic origin and dialogic pedagogy of grammar: Stylistics in teaching Russian language in secondary school.&nbsp;<i>Journal of Russian &amp; East European Psychology, 42</i>(6), 12-49. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> <span style="background-color: white;text-indent: -0.5in">Ball, A. F., &amp; Freedman, S. W. (2004).&nbsp;</span><i>Bakhtinian perspectives on language, literacy, and learning</i><span style="background-color: white;text-indent: -0.5in">. Cambridge, UK ; New York: Cambridge University Press.</span> </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Berlyand, I. E. (1996).&nbsp;<i>Puzzles of the number</i>. Moscow: Academia. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Berlyand, I. E. (2009). A few words about Bibler&#39;s dialogics: The School of the Dialogue of Cultures conception and curriculum<i>. Journal of Russian &amp; East European Psychology</i>, 47(1), 20&ndash;33. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Berlyand, I. E. (2009). Puzzles of the number: Dialogue in the early grades of the School of the Dialogue of Cultures.&nbsp;<i>Journal of Russian &amp; East European Psychology</i>, 47(1), 61&ndash;95. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Bialostosky, D. H. (1986). Dialogics as an art of discourse in literary criticism.&nbsp;<i>Publications of the Modern Language Association, 101</i>(5), 788-797. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Bialostosky, D. H. (1989). Dialogic, pragmatic, and hermeneutic coversation: Bakthin, Rorty, and Gadamer.&nbsp;<i>Critical Studies, 1</i>(2), 107-119. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Bibler, V. S. (2009). The foundations of the School of the Dialogue of Cultures Program.&nbsp;<i>Journal of Russian &amp; East European Psychology</i>, <em>47</em>(1), 34&ndash;60. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Billig, M. (1996).&nbsp;<i>Arguing and thinking: A rhetorical approach to social psychology</i>&nbsp;(New ed.). Cambridge, UK: Cambridge University Press. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Bloome, D., &amp; Katz, L. (1997). Literacy as social practice and classroom chronotopes.&nbsp;<i>Reading &amp; Writing Quarterly, 13</i>(3), 205-225. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Boghossian, P. (2002). Socratic pedagogy, race, and power: From people to propositions&nbsp;<i>Education Policy Analysis Archives, 10</i>(3), available: <a href="http://epaa.asu.edu/epaa/v10n13.html" target="_blank">http://epaa.asu.edu/epaa/v10n13.html</a>. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Booth, W. C. (1979).&nbsp;<i>Critical understanding: The powers and limits of pluralism</i>. Chicago: University of Chicago Press. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Boyd, M. P., &amp; Markarian, W. C. (2011). Dialogic teaching: Talk in service of a dialogic stance. <em>Language and Education, 25</em>(6), 515-534. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Buber, M. (2000).&nbsp;<i>I and Thou</i>. New York: Scribner. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Buber, M. (2002).&nbsp;<i>Between man and man</i>. London: Routledge. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Burbules, N. C. (1993).&nbsp;<i>Dialogue in teaching: Theory and practice</i>. New York: Teachers College Press. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Candela, A. (1999). Students&#39; power in classroom discourse.&nbsp;<i>Linguistics and Education, 10</i>(2), 139-163. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Casey, J. G. (2005). Diversity, discourse, and the working-class student&nbsp;<i>Academe, 91</i>(4), 33-36. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Caulfield, P. J. (1991). From Brazil to Buncombe county: Freire and posing problems.&nbsp;<i>Educational Forum, 55</i>(4), 307-318. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Cooper, P. (2005). Literacy learning and pedagogical purpose in Vivian Paley&#39;s &quot;storytelling curriculum&quot;.<i>Journal of Early Childhood Literacy 5</i>(3), 229-251. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Delpit, L. D. (1993). The silenced dialogue: Power and pedagogy in educating other people&#39;s children. In L. Weis &amp; M. Fine (Eds.),&nbsp;<i>Beyond silenced voices: Class, race, and gender in United States schools.</i>(pp. 119-139). Albany, NY, US: State University of New York Press. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> DePalma, R., Matusov, E., &amp; Smith, M. (2009).&nbsp;<a href="http://ematusov.soe.udel.edu/vita/Articles/DePalma,%20Matusov,%20Smith,%20Smuggling%20authentic%20learning%20into%20the%20school%20context,%20TCR,%202009.pdf"><span style="color: blue">Smuggling authentic learning into the school context: Transitioning from an innovative elementary to a conventional high school</span></a>.&nbsp;<i>Teachers College Record, 111</i>&nbsp;(4), 934-972. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Elias, J. L. (1976).&nbsp;<i>Conscientization and deschooling: Freire&#39;s and Illich&#39;s proposals for reshaping society</i>(Original ed.). Philadelphia: Westminster Press. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Elias, J. L. (1994).&nbsp;<i>Paulo Freire: Pedagogue of liberation</i>&nbsp;(Original ed.). Malabar, Fl: Krieger Pub. Co. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Ellsworth, E. (1992). Why doesn&#39;t this feel empowering? Working through the repressive myths of critical pedagogy. In C. Luke &amp; J. Gore (Eds.),&nbsp;<i>Feminisms and critical pedagogy</i>&nbsp;(pp. 90-119). New York: Routledge. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Emerson, C. (1997).&nbsp;<i>The first hundred years of Mikhail Bakhtin</i>. Princeton, NJ: Princeton University Press. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Facundo, B. (1984). Freire-inspired programs in the United States and Puerto Rico: A critical evaluation, Available from&nbsp;<a href="http://www.uow.edu.au/arts/sts/bmartin/dissent/documents/Facundo/Facundo.html"><span style="color: blue">http://www.uow.edu.au/arts/sts/bmartin/dissent/documents/Facundo/Facundo.html</span></a>&nbsp;&nbsp; </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Fecho, B. (2011). Cultures in contact zones.&nbsp;<i>Journal of Russian &amp; East European Psychology</i>, 49(2), 44-49. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Fecho, B. (2011).&nbsp;<i>Teaching for the students:</i>&nbsp;<i>Habits of heart, mind, and practice in the engaged classroom</i>. New York: Teachers College. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Fecho, B. (2011).&nbsp;<i>Writing in the dialogical classroom: Students and teachers responding to the texts of their lives</i>. Urbana, IL: National Council of Teachers of English. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Fendler, L. (1998). What is it impossible to think? A genealogy of the educated subject. In T. S. Popkewitz &amp; M. Brennan (Eds.),&nbsp;<i>Foucault&#39;s challenge: Discourse, knowledge, and power in education</i>&nbsp;(pp. 39-63). New York: Teachers College Press. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Fernandez, E. (1994). A kinder, gentler Socrates: Conveying new images of mathematics dialogue.&nbsp;<i>For the Learning of Mathematics, 14</i>(3), 43-47. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Frankl, V. E. (1976).&nbsp;<i>Man in search of meaning</i>. Waco, Texas: Word Inc. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Frankl, V. E., Fairchild, R. W., &amp; Ungersma, A. J. (1986).&nbsp;<i>Logotherapy</i>. Berkeley, CA. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Freire, P. (1976).&nbsp;<i>Education: The practice of freedom</i>. London: Writers and Readers Publishing Cooperative. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Freire, P. (1978).&nbsp;<i>Pedagogy in process: The letters to Guinea-Bissau</i>. New York: Seabury Press. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Freire, P. (1986).&nbsp;<i>Pedagogy of the oppressed</i>. New York: Continuum. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Freire, P., &amp; Freire, P. (1973).&nbsp;<i>Education for critical consciousness</i>&nbsp;(1st American ed.). New York: Seabury Press. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Freire, P., &amp; Macedo, D. P. (1987).&nbsp;<i>Literacy: Reading the word &amp; the world</i>. South Hadley, Mass.: Bergin &amp; Garvey Publishers. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Fromm, E. (1960). Foreword. In A. S. Neill (Ed.),&nbsp;<i>Summerhill: A radical approach to child rearing</i>&nbsp;(pp. ix-xvi). New York: Hart Publishing Company. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Fromm, E. (1969).&nbsp;<i>Escape from freedom</i>. New York,: Avon Books. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Gadamer, H.-G. (1975).&nbsp;<i>Truth and method</i>. New York: Continuum. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Gagarin, M. (2001). Did the Sophists aim to persuade?&nbsp;<i>Rhetorica, 19</i>(3), 275-291. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Galilei, G., &amp; Drake, S. (2001).&nbsp;<i>Dialogue concerning the two chief world systems, Ptolemaic and Copernican</i>. New York: Modern Library. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Gardiner, M. (1992).&nbsp;<i>The dialogic critique: M. M. Bakhtin and the theory of ideology</i>. New York: Routledge. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Garlikov, R. (1998). Contributed Commentary on Volume 5 Number 20: Rud &quot;The use and abuse of Socrates in present day teaching.&quot;.&nbsp;<i>Educational Policy Analysis Archives</i>&nbsp;Retrieved April, 5, 2005, from http://epaa.asu.edu/epaa/v5n20c1.html </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Gee, J. P. (1996).&nbsp;<i>Social linguistics and literacies: Ideology in discourses</i>&nbsp;(2nd ed.). London: Taylor &amp; Francis. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> <span style="background-color: white;text-indent: -0.5in">Greenberg, D. (1991). </span><i>Free at last: The Sudbury Valley School</i><span style="background-color: white;text-indent: -0.5in">. Framingham, MA: Sudbury Valley School Press.&nbsp;</span> </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> <span style="background-color: white;text-indent: -0.5in">Greenberg, D. (1992a). </span><i>The birth of a new paradigm for education</i><span style="background-color: white;text-indent: -0.5in">. Retrieved from </span><a href="http://www.sudval.com/05_underlyingideas.html#05">http://www.sudval.com/05_underlyingideas.html#05</a> </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> <span style="background-color: white;text-indent: -0.5in">Greenberg, D. (1992b). </span><i>The Sudbury Valley School experience</i><span style="background-color: white;text-indent: -0.5in">. Framingham, MA: Sudbury Valley School Press.</span> </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Griffith, W. S. (1972). Paulo Freire: Utopian perspective on literacy education for revolution. In S. M. Grabowski (Ed.),&nbsp;<i>Paulo Freire: A revolutionary dilemma for the adult educator</i>&nbsp;(pp. 67-82). Syracuse, NY: Syracuse University, Publications in Continuing Education. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Gutierrez, K., Rymes, B., &amp; Larson, J. (1995). Script, counterscript, and underlife in the classroom: James Brown vs. Board of Education.&nbsp;<i>Harvard Education Review, 65</i>(3), 445-472. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Hansen, D. T. (1988). Was Socrates a &quot;Socratic&quot; teacher?&nbsp;<i>Educational Theory, 38</i>(2), 213-224. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Hargreaves, A. (1994).&nbsp;<i>Changing teachers, changing times: Teachers&#39; work and culture in the postmodern age</i>. London: Cassell. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Havel, V., &amp; Vladislav, J. (1989).&nbsp;<i>Living in truth: Twenty-two essays published on the occasion of the award of the Erasmus Prize to Vaclav Havel</i>&nbsp;(Paperback ed.). London: Faber and Faber. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Hayes, R. &amp; Matusov, E. (2001).&nbsp;<a href="http://ematusov.soe.udel.edu/vita/Articles/Hayes,%20Matusov,%20Review%20of%20Research%20on%20young%20blind%20children,%202001.pdf"><span style="color: blue">[Review of book<i>&nbsp;Research on Young Blind Children&#39;s Development: Struggles With a Deficit Model and Cognitivism Language Development and Social Interaction in Blind Children</i></span></a><b><i>,&nbsp;</i></b>by M. Perez Pereira and G. Conti-Ramsden; Hove, UK: Psychology Press, 1999.]&nbsp;<i>Linguistics and Education</i>,&nbsp;<i>12</i>(4), 467-470. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Hayes, R., &amp; Matusov, E. (2005).&nbsp;<a href="http://ematusov.soe.udel.edu/vita/Articles/Hayes,%20Matusov,%20Designing%20for%20dialogue%20in%20place%20of%20teacher%20talk%20and%20student%20silence,%20CP,%202005.pdf"><span style="color: blue">Designing for dialogue in place of teacher talk and student silence</span></a>.&nbsp;<i>Culture and Psychology, 11</i>(3), 339-357. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Hayes, R., &amp; Matusov, E. (2005).&nbsp;<a href="http://thenjournal.org/feature/75"><span style="color: blue">From &lsquo;ownership&rsquo; to dialogic addressivity: Defining successful digital storytelling projects</span></a>,&nbsp;<i>Technology, Humanities, Education, Narrative (THEN) Journal, March 3</i>, available online:&nbsp;<a href="http://thenjournal.org/feature/75"><span style="color: blue">http://thenjournal.org/feature/75</span></a>. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Holquist, M. (1990).&nbsp;<i>Dialogism: Bakhtin and his world</i>. London: Routledge. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Jensen, V. S. (2009).&nbsp;<i>Into the marginal zone -- An autoethnographic journey through teaching experience</i>. Master Thesis in Philosophy of Education, University of Bergen, Bergen, Norway. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> <span style="background-color: white;text-indent: -0.5in">Kanellopoulos, P. A. (2011). In pursuit of musical freedom through free improvisation: A Bakhtinian provocation to music education. In E. J. White &amp; M. Peters (Eds.), </span><i>Bakhtinian pedagogy: Opportunities and challenges for research, policy and practice in education across the globe</i><span style="background-color: white;text-indent: -0.5in"> (pp. 91-116). New York: Peter Lang Publishers.</span> </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> King, N. R. (1993). You Can&#39;t Say You Can&#39;t Play (Book review). [Book Review].&nbsp;<i>Educational Studies, 24</i>(4), 333-338. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Kolikant, Y. B.-D. (2011). Nurturing dialogical capacity among tomorrow&#39;s adults.<i>&nbsp;Journal of Russian &amp; East European Psychology, 49</i>(2), 90-96. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Kurganov, S. Y. (2009). Reading and literature in the primary and middle Schools of the Dialogue of Cultures.<i>Journal of Russian &amp; East European Psychology</i>, 47(2), 30&ndash;58. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Laclau, E., &amp; Mouffe, C. (2001).&nbsp;<i>Hegemony and socialist strategy: Towards a radical democratic politics</i>&nbsp;(2nd ed.). London: Verso. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Latour, B. (1987).&nbsp;<i>Science in action: How to follow scientists and engineers through society</i>. Cambridge, MA: Harvard University Press. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Latour, B. (1996). On interobjectivity.&nbsp;<i>Mind, Culture and Activity, 3</i>(4), 228-245. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Lave, J. (1992).&nbsp;<i><a href="http://www.udel.edu/educ/whitson/897s05/files/Lave92.htm" target="_blank">Learning as participation in communities of practice</a>.</i>&nbsp;Paper presented at the meeting of the American Educational Research Association, San Francisco, CA. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Lave, J. (1992). Word problems: A microcosm of theories of learning. In P. Light &amp; G. Butterworth (Eds.),<i>Context and cognition: Ways of learning and knowing.</i>&nbsp;(pp. 74-92). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Lave, J., &amp; Wenger, E. (1991).&nbsp;<i>Situated learning: Legitimate peripheral participation</i>. Cambridge, UK: Cambridge University Press. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Leander, K. (2002). Silencing in classroom interaction: Producing and relating social spaces.&nbsp;<i>Discourse processes, 32</i>(2), 193-235. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> <span style="background-color: white;text-indent: -0.5in">Lefstein, A. (2010). More Helpful as Problem than Solution: Some Implications of Situating Dialogue in Classrooms. In K. Littleton &amp; C. Howe (Eds.), <em>Educational dialogues: understanding and promoting productive interaction</em> (pp. 170-191). Abingdon, Oxon: Routledge.</span> </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> <span style="background-color: white;text-indent: -0.5in">Lefstein, A., &amp; Snell, J. (2011). Classroom discourse: the Promise and Complexity of Dialogic Practice. In S. Ellis, E. McCartney &amp; J. Bourne (Eds.), <em>Insight and Impact: Applied Linguistics and the Primary School</em>. Cambridge: Cambridge University Press.</span> </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> <span style="background-color: white;text-indent: -0.5in">Lemke, J. L. (1990).&nbsp;</span><i>Talking science: Language, learning, and values</i><span style="background-color: white;text-indent: -0.5in">. Norwood, NJ: Ablex Pub. Corp.</span> </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Lensmire, T. J. (1994).&nbsp;<i>When children write: Critical re-visions of the writing workshop</i>. New York: Teacher College Press. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Lensmire, T. J. (1994). Writing workshop as carnival: Reflections on an alternative learning environment.<i>Harvard Educational Review, 64</i>, 371-391. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Lensmire, T. J. (2011). The student in the School of the Dialogue of Cultures, or a brief note on problems, pluralism, and power.&nbsp;<i>Journal of Russian &amp; East European Psychology, 49</i>(2), 67-70. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> <span style="background-color: white;text-indent: -0.5in">Linden, J. L. v. d., &amp; Renshaw, P. (2004). </span><i>Dialogic learning: Shifting perspectives to learning, instruction, and teaching</i><span style="background-color: white;text-indent: -0.5in">. New York: Kluwer Academic Publishers.</span> </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Linell, P. (1998).&nbsp;<i>Approaching dialogue: Talk, interaction and contexts in dialogical perspectives</i>. Philadelphia: J. Benjamins Publishing Company. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Maranh&atilde;o, T. (1990). Introduction. In T. Maranh&atilde;o (Ed.),&nbsp;<i>The interpretation of dialogue</i>&nbsp;(pp. 1-22). Chicago: University of Chicago Press. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Mashayekh, F. (1974). Freire -- the man, his ideas, and their implications.&nbsp;<i>Literacy Discussion&nbsp;</i>(Spring), 1-62. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Matusov, E. &amp; Soslou, E. (2010).&nbsp;<a href="http://ematusov.soe.udel.edu/vita/Articles/Matusov,%20Soslou,%20Structuralist%20approach%20to%20argumentation%20in%20education,%20book%20review,%20C&amp;P,%202010.pdf"><span style="color: blue">A structuralist approach to argumentation in education</span></a>. Review essay of the book [Muller Mirza, N., &amp; Perret-Clermont, A.-N. (2009, Eds.),&nbsp;<i>Argumentation and education: Theoretical foundations and practices</i>. New York: Springer].<i>Culture and Psychology</i>,&nbsp;<i>16</i>(4), 549&ndash;557. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Matusov, E. &amp; St. Julien, J. (2004).&nbsp;<a href="http://ematusov.soe.udel.edu/vita/Articles/Matusov,%20St%20Julien,%20Print%20literacy%20as%20oppression,%20Text,%202004.pdf"><span style="color: blue">Print literacy as oppression: Cases of bureaucratic, colonial, totalitarian literacies and their implications for schooling</span></a>.&nbsp;<u>TEXT International Journal</u>,&nbsp;<u>24</u>(2), 197-244. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Matusov, E. (1996).&nbsp;<a href="http://ematusov.soe.udel.edu/vita/Articles/Matusov,%20Intersubjectivity%20without%20agreement,%20MCA,%201996.pdf"><span style="color: blue">Intersubjectivity without agreement</span></a>.&nbsp;<i>Mind, Culture, and Activity, 3</i>(1), 25-45. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Matusov, E. (1997). [<a href="http://ematusov.soe.udel.edu/vita/Articles/Matusov,%20Constructionism%20in%20practice,%20book%20review,%20ECR,%20V.16,%20No.4-1997.pdf"><span style="color: blue">Review of the book Constructionism in Practice: Designing, Thinking, and Learning in a Digital World</span></a>, Y. Kafai and M. Resnick (Eds.)].&nbsp;<i>Journal of Educational Computing Research, 16</i>(4), 397-404. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Matusov, E. (1997).&nbsp;<a href="http://ematusov.soe.udel.edu/vita/Articles/Matusov,%20Types%20of%20students'%20communication,1993.pdf"><span style="color: blue">The types of students&#39; communication for ideal school</span></a>. [Review of the book&nbsp;<u>The types of communication in education</u>&nbsp;by G. A. Zukerman]&nbsp;<i>Mind, Culture, and Activity, 4</i>(2), 132-136. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Matusov, E. (1998).&nbsp;<a href="http://ematusov.soe.udel.edu/vita/Articles/Matusov,%20When%20solo%20activity%20is%20not%20privileged,1998.pdf"><span style="color: blue">When solo activity is not privileged: The participation and internalization models of development</span></a>.&nbsp;<i>Human Development, 41</i>, 326-349. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Matusov, E. (1999).&nbsp;<a href="http://ematusov.soe.udel.edu/vita/Articles/Matusov,%20How%20does%20a%20community%20of%20learners%20maintain%20itself,%201999.pdf"><span style="color: blue">How does a community of learners maintain itself: Ecology of an innovative school</span></a>.&nbsp;<i>Anthropology and Education Quarterly, 30</i>&nbsp;(2), 161-186. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Matusov, E. (2001).&nbsp;<a href="http://ematusov.soe.udel.edu/vita/Articles/Matusov,%20Becoming%20an%20adult%20member%20of%20a%20community%20of%20learners,%202001.pdf" target="_blank"><span style="color: blue">Becoming an adult member in a community of learners</span></a>. In L. Bartlett, C. Goodman-Turkanis, &amp; B. Rogoff (Eds.),<i>Learning together: Children and adults in a school community</i>. New York: Oxford University Press. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Matusov, E. (2001).&nbsp;<a href="http://ematusov.soe.udel.edu/vita/Articles/Matusov,%20Intersubjectivity%20as%20design,%20TTE,%202001.pdf"><span style="color: blue">Intersubjectivity as a way of informing teaching design for a community of learners classroom</span></a>.&nbsp;<i>Teaching and Teacher Education, 17</i>(4), 383-402. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Matusov, E. (2001).&nbsp;<a href="http://ematusov.soe.udel.edu/vita/Articles/Matusov,%20Vygotsky%20and%20new%20approaches%20to%20education,%20IESBS,%202001.pdf" target="_blank"><span style="color: blue">Vygotskij&#39;s theory of human development and new approaches to education</span></a>. In N. J. Smelser and P. B. Baltes (Eds),<i>International Encyclopedia of the Social and Behavioral Sciences</i>. Elsevier Science Ltd, Oxford. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Matusov, E. (2004).&nbsp;<a href="http://ematusov.soe.udel.edu/vita/Articles/Matusov,%20Bakhtin%20Dialogic%20Pedagogy,%20JREEP,%202004.pdf"><span style="color: blue">Bakhtin&#39;s debit in educational research: Dialogic pedagogy</span></a>.&nbsp;<i>Journal of Russian &amp; East European Psychology, 42</i>(6), 3-11. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Matusov, E. (2007).&nbsp;<a href="http://ematusov.soe.udel.edu/vita/Articles/Matusov,%20Applying%20Bakhtin%20scholarship%20on%20discourse%20in%20education,%20ET,%202007.pdf"><span style="color: blue">Application of Bakhtin scholarship on discourse and education: A critical review essay</span></a>.&nbsp;<i>Educational Theory, 57&nbsp;</i>(2), 215-237. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Matusov, E. (2007).&nbsp;<a href="http://ematusov.soe.udel.edu/vita/Articles/Matusov,%20In%20search%20of%20%60the%20appropriate'%20Unit%20of%20analysis%20for%20sociocultural%20research,%20C&amp;P,%202007.pdf"><span style="color: blue">In search of &quot;the appropriate&quot; unit of analysis for sociocultural research</span></a>.&nbsp;<i>Culture &amp; Psychology, 13</i>(3), 307&ndash;333. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Matusov, E. (2008).&nbsp;<a href="http://ematusov.soe.udel.edu/vita/Articles/Matusov,%20Response,%20Dialogue%20with%20Sociohistorical%20Vygotskian%20Academia%20about%20a%20Sociocultural%20Approach,%20CP,%202008.pdf"><span style="color: blue">Dialogue with cultural-historical Vygotskian colleagues about a sociocultural approach</span></a>.&nbsp;<i>Culture &amp; Psychology, 14&nbsp;</i>(1), 81-93. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Matusov, E. (2008).&nbsp;<a href="http://ematusov.soe.udel.edu/vita/Articles/Matusov,%20Applying%20sociocultural%20approach%20to%20Vygotskian%20Academia,%20CP,%202008.pdf"><span style="color: blue">Sociocultural approach to Vygotskian academia: &ldquo;Our tsar isn&rsquo;t like yours, and yours isn&rsquo;t like ours.&rdquo;</span></a><i>&nbsp;Culture &amp; Psychology, 14&nbsp;</i>(1), 5-35. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Matusov, E. (2009).<a href="http://ematusov.soe.udel.edu/vita/Articles/Matusov,%20Journey%20into%20Dialogic%20Pedagogy,%202009.pdf"><span style="color: blue">&nbsp;<i>Journey into dialogic pedagogy</i></span></a>&nbsp;(13-chapter monograph). Hauppauge, NY: Nova Publishers. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Matusov, E. (2009).&nbsp;<a href="http://ematusov.soe.udel.edu/vita/Articles/47.1.1%20Matusov,%20Intro,%20JREEP.pdf"><span style="color: blue">The School of the Dialogue of Cultures pedagogical movement in Ukraine and Russia</span></a>.&nbsp;<i>Journal of Russian &amp; East European Psychology, 47</i>(1), 3-19<i>.</i> </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Matusov, E. (2010).&nbsp;<a href="http://ematusov.soe.udel.edu/vita/Articles/Matusov,%20Schooling%20as%20an%20industry%20of%20economy,%20review%20of%20Sidorkin%20--%20Labor%20of%20learning,%20PaE,%202010.pdf"><span style="color: blue">Schooling as an industry of economy</span></a>&nbsp;(the full version). Review of the book [Sidorkin, A. (2009).&nbsp;<i>Labor of learning:&nbsp;Market and the next generation of educational reform</i>. Rotterdam: Sense Publisher.]&nbsp;<i>Power &amp; Education</i>,&nbsp;<i>2</i>(1), 111-114 (the short version). </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Matusov, E. (2011).&nbsp;<a href="http://ematusov.soe.udel.edu/vita/Articles/Matusov,%20Authorial%20teaching%20and%20learning,%202011.pdf"><span style="color: blue">Authorial teaching and learning</span></a>. In E. J. White &amp; M. Peters (Eds.),&nbsp;<i>Bakhtinian pedagogy: Opportunities and challenges for research, policy and practice in education across the globe</i>&nbsp;(pp. 21-46). New York: Peter Lang Publishers. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Matusov, E. (2011).&nbsp;<a href="http://democracyeducationjournal.org/cgi/viewcontent.cgi?article=1016&amp;context=home"><span style="color: blue">Imagining &lsquo;No Child Left Behind&rsquo; being freed from neoliberal hijackers</span></a>.&nbsp;<i>Democracy and Education</i>,&nbsp;<i>19</i>&nbsp;(2), 1-8. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Matusov, E. (2011).&nbsp;<a href="http://ematusov.soe.udel.edu/vita/Articles/Matusov,%20Irreconcilable%20differences%20in%20Vygotsky's%20and%20Bakhtin's%20approaches,%20C&amp;P,%202011.pdf"><span style="color: blue">Irreconcilable differences in Vygotsky&rsquo;s and Bakhtin&rsquo;s approaches to the social and the individual: An educational perspective</span></a>.&nbsp;<i>Culture &amp; Psychology, 17&nbsp;</i>(1), 99-119. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Matusov, E. (2011).&nbsp;<a href="http://ematusov.soe.udel.edu/vita/Articles/Matusov,%20Too%20many%20references,%20MCA,2011.pdf"><span style="color: blue">Too many references, just cut a few and it will be perfect: APA vs. Chicago</span></a>.<i>&nbsp;Mind, Culture, and Activity, 18</i>(1), 58-66. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Matusov, E., &amp; Hampel, R. (2008).&nbsp;<a href="http://ematusov.soe.udel.edu/vita/Articles/Matusov,%20Hampel,%20Two%20Approaches%20to%20Tenure%20and%20Promotion%20Criteria,%20Academe,%202008.pdf"><span style="color: blue">Two perspectives on promotion</span></a>.&nbsp;<i>Academe, 94&nbsp;</i>(1), 37-39. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Matusov, E., &amp; Hayes, R. (2000).&nbsp;<a href="http://ematusov.soe.udel.edu/vita/Articles/Matusov,%20Hayes,%20Sociocultural%20critique%20of%20Piaget%20and%20Vigotsky,%202000.pdf" target="_blank"><span style="color: blue">Sociocultural critique of Piaget and Vygotsky</span></a>. In&nbsp;<i>New Directions in Psychology, 18</i>(2-3): 215-239. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Matusov, E., &amp; Smith, M. (2011).&nbsp;<a href="http://ematusov.soe.udel.edu/vita/Articles/Matusov,%20Smith,%20Ecological%20model%20of%20inter-institutional%20sustainability%20of%20after-school%20program,%20OCPS,%202011.pdf"><span style="color: blue">Ecological model of inter-institutional sustainability of after-school program: The La Red M&aacute;gica community-university partnership in Delaware</span></a>.&nbsp;<i>Outline: Critical Practice Studies, 5</i>(1), 19-45<i>.</i> </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Matusov, E., &amp; Smith, M. (2012).&nbsp;<a href="//ematusov.soe.udel.edu/vita/Articles/Matusov,%20Smith,%20Middle-class%20nature%20of%20identity%20and%20its%20implications,%20IPBS,%202012.pdf"><span style="color: blue">The middle-class nature of identity and its implications for education: A genealogical analysis</span></a>.&nbsp;<i>Integrative Psychological and Behavioral Science, 46</i>(3), DOI 10.1007/s12124-012-9192-0. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Matusov, E., &amp; Smith, M. P. (2007).&nbsp;<a href="http://ematusov.soe.udel.edu/vita/Articles/Matusov,%20Smith,%20Imaginary%20children,%20TTE,%202007.pdf"><span style="color: blue">Teaching imaginary children: University students&rsquo; narratives about their Latino practicum children</span></a>.<i>Teaching and Teacher Education, 23</i>(5), 705-729<i>.</i> </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Matusov, E., &amp; von Duyke, K. (2010).&nbsp;<a href="http://ematusov.soe.udel.edu/vita/Articles/Matusov,%20von%20Duyke,%20Bakhtin%20notion%20of%20IPD%20in%20education,%202010.pdf"><span style="color: blue">Bakhtin&rsquo;s notion of the Internally Persuasive Discourse in education: Internal to what? (A case of discussion of issues of foul language in teacher education)</span></a>. In K. Junefelt &amp; P. Nordin (Eds.),&nbsp;<i>Proceedings from the Second International Interdisciplinary Conference on perspectives and limits of dialogism in Mikhail Bakhtin Stockholm University, Sweden June 3-5, 2009</i>&nbsp;(pp. 174-199). Stockholm: Stockholm University. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Matusov, E., &amp; White, C. (1996).&nbsp;<a href="http://ematusov.soe.udel.edu/vita/Articles/Matusov,%20White,%20Open%20collaboration,%201996.PDF"><span style="color: blue">Defining the concept of open collaboration from a sociocultural framework</span></a>.&nbsp;<i>Cognitive Studies: The Bulletin of the Japanese Cognitive Science Society, 3</i>(4), 10-13. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Matusov, E., DePalma, R. &amp; Drye, S. (2007).&nbsp;<a href="http://ematusov.soe.udel.edu/vita/Articles/Matusov,%20DePalma,%20Drye,%20Whose%20development,%20ET,%202007.pdf"><span style="color: blue">Whose development? Salvaging the concept of development within a sociocultural approach to education</span></a>.&nbsp;<i>Educational Theory</i>,&nbsp;<i>57</i>&nbsp;(4), 403-421. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Matusov, E., DePalma, R., &amp; Smith, M. (2010).&nbsp;<a href="http://ematusov.soe.udel.edu/vita/Articles/Matusov,%20DePalma,%20Smith,%20Creation%20and%20maintenance%20of%20learning-loving%20minority%20in%20conventional%20high%20schools,%20ORE,%202010.pdf"><span style="color: blue">The creation and maintenance of a &ldquo;learning-loving minority&rdquo; in conventional high school: A research-based response to John Ogbu</span></a>.&nbsp;<i>Oxford Review of Education</i>,&nbsp;<i>36</i>(4), 463&ndash;480. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Matusov, E., Hayes, R., &amp; Pluta, M. J. (2005).&nbsp;<a href="http://ematusov.soe.udel.edu/vita/Articles/Matusov,%20Hayes,%20Pluto,%20Using%20webs%20for%20developing%20community%20of%20learners,%20THEN,%202005.pdf"><span style="color: blue">Using a discussion web to develop an academic community of learners</span></a>.&nbsp;<u>Educational Technology &amp; Society</u>,&nbsp;<u>8</u>(2), 16-39. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Matusov, E., Pleasants, H., &amp; Smith, M. (2003).&nbsp;<a href="http://cepaosreview.tripod.com/Matusov.html"><span style="color: blue">Dialogic framework for cultural psychology: Culture-in-action and culturally sensitive guidance</span></a>.&nbsp;<u>Review Interdisciplinary Journal on Human Development, Culture and Education</u>,&nbsp;<u>4</u>(1), available online:<a href="http://cepaosreview.tripod.com/Matusov.html"><span style="color: blue">http://cepaosreview.tripod.com/Matusov.html</span></a> </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Matusov, E., Smith, M., Candela, M. A., &amp; Lilu, K. (2007).&nbsp;<a href="http://ematusov.soe.udel.edu/vita/Articles/Matusov,%20Smith,%20Candela,%20Lulu,%20Culture%20does%20not%20have%20internal%20territory,%202007.pdf"><span style="color: blue">&ldquo;Culture has no internal territory&rdquo;: Culture as dialogue</span></a>. In J. Valsiner &amp; A. Rosa (Eds.),&nbsp;<i>The Cambridge Handbook of Socio-Cultural Psychology</i>&nbsp;(pp. 460-483). Cambridge, UK: Cambridge University Press. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Matusov, E., St. Julien, J., &amp; Hayes, R. (2005).&nbsp;<a href="http://ematusov.soe.udel.edu/vita/Articles/Matusov,%20St%20Julien,%20Hayes,%20Building%20a%20creole%20ed%20community,%202005.pdf"><span style="color: blue">Building a creole educational community as the goal of multicultural education for preservice teachers</span></a>. In L.V. Barnes (Ed.),&nbsp;<i>Contemporary Teaching and Teacher Issues</i>, pp. 1-38. Hauppauge, NY: Nova Publishers. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Matusov, E., St. Julien, J., &amp; Whitson, J. A. (2001).&nbsp;<a href="http://ematusov.soe.udel.edu/vita/Articles/Matusov,%20St%20Julien,%20Whitson,%20PBL%20in%20teacher%20education,%202001.pdf" target="_blank"><span style="color: blue">PBL in preservice teacher education</span></a>. In S. Groh, B. Duch, and D. Allen (Eds),&nbsp;<i>The power of Problem-based Learning: A practical &quot;How To&quot; for teaching undergraduate courses in any discipline</i>&nbsp;(pp.237-249). Sterling, VA: Stylus Publishing. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Matusov, E., St. Julien, J., Lacasa, P., &amp; Alburquerque Candela, M. (2007).&nbsp;<a href="http://ematusov.soe.udel.edu/vita/Articles/Matusov,%20St%20Julien,%20Lacasa,%20Candela,%20Learning%20as%20a%20communal%20process,%20Outlines,%202007.pdf"><span style="color: blue">Learning as a communal process and as a byproduct of social activism</span></a>.&nbsp;<i>Outlines: Critical Social Studies, 1</i>(1), 21-37. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Mayo, C., Alburquerque Candela, M., Matusov, E., &amp; Smith M. (2008).&nbsp;<a href="http://ematusov.soe.udel.edu/vita/Articles/Mayo,%20Candela,%20Matusov,%20Smith,%20Families%20and%20schools%20apart,%202008.pdf"><span style="color: blue">Families and schools apart: University experience to assist Latino/a parents&rsquo; activism</span></a>. In F. Peterman (Ed.),&nbsp;<i>Partnering book: Community activism in partnering to prepare urban teachers,&nbsp;</i>pp., 103-132. Washington, DC: American Association of Colleges for Teacher Education. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> McDermott, R. P. (1988). Inarticulatedness. In D. Tannen (Ed.),&nbsp;<i>Linguistic in context</i>&nbsp;(pp. 37-68). Norwood, NJ: Ablex. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> McDermott, R. P. (1993). The acquisition of a child by a learning disability. In S. Chaiklin &amp; J. Lave (Eds.),<i>Understanding practice: Perspectives on activity and context</i>&nbsp;(pp. 269-305). New York: Cambridge University Press. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> McLaren, P. (1993).&nbsp;<i>Schooling as a ritual performance: Towards a political economy of educational symbols and gestures</i>&nbsp;(2nd ed.). London ; New York: Routledge. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> McNeil, L. M. (1986).&nbsp;<i>Contradictions of control: School structure and school knowledge</i>. New York: Routledge &amp; K. Paul. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Mecke, J. (1990). Dialogue and narration (the narrative principle). In T. Maranh&atilde;o (Ed.),&nbsp;<i>The interpretation of dialogue</i>&nbsp;(pp. 195-215). Chicago: University of Chicago Press. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Mehan, H. (1979).&nbsp;<i>Learning lessons: Social organization in the classroom</i>. Cambridge, MA: Harvard University Press. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> M&eacute;ndez, L., Lacasa, P., &amp; Matusov, E. (2008).&nbsp;<a href="http://ematusov.soe.udel.edu/vita/Articles/Mendez,%20Lacasa,%20Matusov,%20Transcending%20the%20zone%20of%20learning%20disability,%20EJSNE,%202008.pdf"><span style="color: blue">Transcending the zone of learning disability: Learning in contexts for everyday life</span></a>.&nbsp;<i>European Journal of Special Needs Education</i>,&nbsp;<i>23</i>&nbsp;(1), 63-73. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> <span style="background-color: white;text-indent: -0.5in">Mercer, N., &amp; Littleton, K. (2007). </span><i>Dialogue and the development of children&#39;s thinking : A sociocultural approach</i><span style="background-color: white;text-indent: -0.5in">. London: Routledge.</span> </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Michaels, S., &amp; Cazden, C. B. (1986). Teacher/child collaboration as oral preparation for literacy. In B. B. Schieffelin &amp; P. Gilmore (Eds.),&nbsp;<i>The acquisition of literacy: Ethnographic perspectives</i>&nbsp;(pp. 132-154). Norwood, NJ: Ablex. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Minick, N. (1993). Teacher&#39;s directives: The social construction of &quot;literal meanings&quot; and &quot;real worlds&quot; in classroom discourse. In S. Chaiklin &amp; J. Lave (Eds.),&nbsp;<i>Understanding practice: Perspectives on activity and context</i>&nbsp;(pp. 343-374). New York: Cambridge University Press. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Miyazaki, K. (2006). Another imaginative approach to teaching: A Japanese view.&nbsp;<i>Academiea, 4</i>(5), 22-31. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Miyazaki, K. (2007, July).&nbsp;<i>Teacher as the imaginative learner: Egan, Saitou, and Bakhtin.</i>&nbsp;Paper presented at the the 2nd annual research symposium on imagination and education, Vancouver, Canada. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Miyazaki, K. (2011). Encountering another dialogic pedagogy.&nbsp;<i>Journal of Russian &amp; East European Psychology, 49</i>(2), 36-43. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Moerman, M. (1988).&nbsp;<i>Talking culture: Ethnography and conversation analysis</i>. Philadelphia: University of Pennsylvania Press. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Morse, R. A. (1994). The classic method of Mrs. Socrates.&nbsp;<i>The Physics Teacher, 32</i>(May), 276-277. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Morson, G. S. (2004). The process of ideological becoming. In A. F. Ball &amp; S. W. Freedman (Eds.),<i>Bakhtinian perspectives on language, literacy, and learning</i>&nbsp;(pp. 317-331). Cambridge, UK; New York: Cambridge University Press. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Morson, G. S. (2011). The worlds of others.&nbsp;<i>Journal of Russian &amp; East European Psychology, 49</i>(2), 6-15. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Morson, G. S., &amp; Emerson, C. (1989).&nbsp;<i>Rethinking Bakhtin: Extensions and challenges</i>. Evanston, Ill.: Northwestern University Press. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Morson, G. S., &amp; Emerson, C. (1990).&nbsp;<i>Mikhail Bakhtin: Creation of a prosaics</i>. Stanford, CA: Stanford University Press. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Murphy, D. (1992).&nbsp;<i>Tolstoy and education</i>. Blackrock, Co. Dublin: Irish Academic Press. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Neill, A. S. (1960).&nbsp;<i>Summerhill: A radical approach to child rearing</i>. New York: Hart Publishing Company. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Nicholas. (1954).&nbsp;<i>Of learned ignorance</i>. London: Routledge &amp; Paul. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> <span style="background-color: white;text-indent: -0.5in">Nikulin, D. (1998). Mikhail Bakhtin: A theory of dialogue. </span><i>Constellations, 5</i><span style="background-color: white;text-indent: -0.5in">(3), 381-402.</span> </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Nystrand, M. (1997).&nbsp;<i>Opening dialogue: Understanding the dynamics of language and learning in the English classroom</i>. New York: Teachers College Press. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Paley, V. G. (1992).&nbsp;<i>You can&#39;t say you can&#39;t play</i>. Cambridge, MA: Harvard University Press. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Pekarsky, D. (1994). Socratic teaching: A critical assessment.&nbsp;<i>Journal of Moral Education, 23</i>(2), 119-134. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Phillips, C. (2002).&nbsp;<i>Socrates caf&eacute;: A fresh taste of philosophy</i>. New York: W.W. Norton. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Plato, &amp; Bluck, R. S. (1961).&nbsp;<i>Meno</i>. Cambridge, UK: University Press. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Popper, K. R. (1966).&nbsp;<i>The open society and its enemies</i>&nbsp;(5th ed.). Princeton,: Princeton University Press. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Reddy, M. J. (1979). The conduit metaphor -- a case of frame conflict in our language about language. In A. Ortony (Ed.),&nbsp;<i>Metaphor and thought</i>&nbsp;(pp. 284-324). Cambridge, UK: Cambridge University Press. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> <span style="background-color: white;text-indent: -0.5in">Renshaw, P. (2007). A commentary on the chronotopes of different `cultures of learning&#39;: Transforming classrooms from trading-places into relational-places of learning. </span><i>International Journal of Educational Research, 46</i><span style="background-color: white;text-indent: -0.5in">(3-4), 240&ndash;245.</span> </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Richards, J. (1991). Mathematical discussions. In E. v. Glasersfeld (Ed.),&nbsp;<i>Radical constructivism in mathematics education</i>&nbsp;(pp. 13-51). Dordrecht, The Netherlands ; Boston: Kluwer Academic. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> <span style="background-color: white;text-indent: -0.5in">Rietmulder, J. (2009). </span><i>The Circle School: An introduction to integral education ideas and practices</i><span style="background-color: white;text-indent: -0.5in">. Harrisburg PA: The Circle School.</span> </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Rockwell, E. (2000). Teaching genres: A Bakhtinian approach.&nbsp;<i>Anthropology &amp; Education Quarterly, 31</i>(3), 260-282. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Rommetveit, R. (1979). On the architecture of intersubjectivity. In R. Rommetveit &amp; R. M. Blakar (Eds.),<i>Studies of language, thought, and verbal communication</i>&nbsp;(pp. 147-161). New York: Academic Press. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Rud, A. G. (1997). The use and abuse of Socrates in present day teaching.&nbsp;<i>Education Policy Analysis Archives, 5</i>(20), available:&nbsp;<a href="http://epaa.asu.edu/epaa/v5n20.html"><span style="color: blue">http://epaa.asu.edu/epaa/v5n20.html</span></a>. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Schultz, K. (2003).&nbsp;<i>Listening: A framework for teaching across differences</i>. New York: Teachers College Press. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Shklovskii, V. B., &amp; Sher, B. (1990).&nbsp;<i>Theory of prose</i>&nbsp;(1st American ed.). Elmwood Park, IL: Dalkey Archive Press. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Shor, I. (1987).&nbsp;<i>Critical teaching and everyday life</i>. Chicago: University of Chicago Press. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Shor, I., &amp; Freire, P. (1987a).&nbsp;<i>A pedagogy for liberation: Dialogues on transforming education</i>. South Hadley, Mass.: Bergin &amp; Garvey Publishers. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Shor, I., &amp; Freire, P. (1987b). What is the &quot;dialogical method&quot; of teaching?&nbsp;<i>Journal of Education, 169</i>(3), 11-31. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Sidorkin, A. M. (1999).&nbsp;<i>Beyond discourse: Education, the self, and dialogue</i>. Albany, NY: State University of New York Press. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Sidorkin, A. M. (2002).&nbsp;<i>Learning relations: Impure education, deschooled schools, &amp; dialogue with evil</i>. New York: P. Lang. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Sidorkin, A. M. (2009).&nbsp;<i>Labor of learning : Market and the next generation of education reform</i>. Rotterdam, the Netherlands: Sense Publishers. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Simon, S., Erduran, S., &amp; Osborne, J. (2006). Learning to teach argumentation: Research and development in the science classroom&nbsp;<i>International Journal of Science Education, 28</i>(2 &amp; 3), 235-260. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Sinclair, J. M., &amp; Coulthard, M. (1975).&nbsp;<i>Towards an analysis of discourse: The English used by teachers and pupils</i>. London: Oxford University Press. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> <span style="background-color: white;text-indent: -0.5in">Skidmore, D. (2000). From pedagogical dialogue to dialogical pedagogy. </span><i>Language and Education, 14</i><span style="background-color: white;text-indent: -0.5in">(4), 283-296.&nbsp;</span> </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> <span style="background-color: white;text-indent: -0.5in">Smith, M. P. (2010). </span><i>The parallel discursive universes of teachers and students</i><span style="background-color: white;text-indent: -0.5in">. PhD Doctoral Dissertation, University of Delaware, Newark, DE.</span> </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Smith, M. P., &amp; Matusov, E. (2011).&nbsp;<a href="http://ematusov.soe.udel.edu/vita/Articles/Smith,%20Matusov,%20A%20proposal%20for%20a%20new%20schooling--%20Reciprocity%20and%20authentic%20dialogue,%20MCA,%202011.pdf"><span style="color: blue">A proposal for a new schooling: Reciprocity and authentic dialogue</span></a>. Review of the book&nbsp;[Sidorkin, A. M. (2002).&nbsp;<i>Learning relations: Impure education, deschooled schools, &amp; dialogue with evil</i>. New York: P. Lang.]&nbsp;<i>Mind, Culture, and Activity</i>,&nbsp;<i>18</i>(3), 297-300<i>.</i> </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Solomadin, I., &amp; Kurganov, S. Y. (2009). The history of World Culture as Dialogue of Cultures middle and high school curricula.&nbsp;<i>Journal of Russian &amp; East European Psychology</i>, 47(2), 3&ndash;29. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Solomadin, I., &amp; Matusov, E. (2009). Eugene Matusov&rsquo;s interview with Igor Solomadin, one of the founders of the School of the Dialogue of Cultures pedagogical movement.&nbsp;<i>Journal of Russian &amp; East European Psychology</i>, 47(2), 81&ndash;94. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Solomadin, I., &amp; Matusov, E. (2009).&nbsp;<a href="http://ematusov.soe.udel.edu/vita/Articles/47.2.4%20Solomadin%20and%20Matusov,%20Interview,%20JREEP.pdf"><span style="color: blue">Eugene Matusov&rsquo;s interview with Igor Solomadin, one of the founders of the School of the Dialogue of Cultures pedagogical movement</span></a>.&nbsp;<i>Journal of Russian &amp; East European Psychology</i>, 47(2). </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Solomadin, I., &amp; Matusov, E. (2011). Commentaries on the School of the Dialogue of Cultures.&nbsp;<i>Journal of Russian &amp; East European Psychology</i>, 49(2), 4-5. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Subbotsky, E. (1995). Development of pragmatic and non-pragmatic motivation.&nbsp;<i>Human Development, 38</i>, 217-234. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Sullivan, P. (2007). Examining the self&ndash;other dialogue through &lsquo;Spirit&rsquo; and &lsquo;Soul&rsquo;.&nbsp;<i>Culture &amp; Psychology, 13</i>(1), 105&ndash;128. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Sullivan, P. (2011). Commentary on the School of the Dialogue of Cultures.&nbsp;<i>Journal of Russian &amp; East European Psychology, 49</i>(2), 56-61. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Sullivan, P. (2011).&nbsp;<i>Qualitative data analysis using a dialogical approach</i>. Thousand Oaks, CA: Sage Publications. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Sullivan, P., Smith, M., &amp; Matusov, E. (2009).&nbsp;<a href="http://ematusov.soe.udel.edu/vita/Articles/Sullivan,%20Smith,%20Matusov,%20Bakhtin,%20Socrates%20and%20the%20carnivalesque%20in%20education,%20NIP,%202009.pdf"><span style="color: blue">Bakhtin, Socrates and the carnivalesque in education</span></a>.&nbsp;<i>New Ideas in Psychology, 27</i>&nbsp;(3), 305-362. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Thomas, D. W. (1985). The torpedo&#39;s touch.&nbsp;<i>Harvard Educational Review, 55</i>(2), 220-222. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Tolstoy, L. (1967).&nbsp;<i>Tolstoy on education</i>&nbsp;(L. Wiener, Trans.). Chicago: University of Chicago Press. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Tolstoy, L., &amp; Blaisdell, R. (2000).&nbsp;<i>Tolstoy as teacher: Leo Tolstoy&#39;s writings on education</i>. New York: Teachers &amp; Writers Collaborative. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Toulmin, S. (1981). The tyranny of principles.&nbsp;<i>The Hastings Center Report, December 1981</i>. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Vlastos, G., &amp; Burnyeat, M. (1994).&nbsp;<i>Socratic studies</i>. Cambridge; New York: Cambridge University Press. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Voloshinov, V. N. (1973).&nbsp;<i>Marxism and the philosophy of language</i>. New York: Seminar Press. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Walker, J. (1981). The end of dialogue: Paulo Freire on politics and education. In R. Mackie (Ed.),&nbsp;<i>Literacy and revolution: The pedagogy of Paulo Freire</i>. New York: Continuum. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Walton, D. N. (1996).&nbsp;<i>Argumentation schemes for presumptive reasoning</i>. Mahwah, NJ: L. Erlbaum Associates. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> 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 &amp; J. Justin (Eds.),&nbsp;<i>Theory and research in education</i>&nbsp;(Vol. 2, pp. 143-159). London: Sage. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Wegerif, R. (2007).&nbsp;<i>Dialogic, educational and technology: Expanding the space of learning</i>. New York: Springer-Verlag. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Weiler, K. (1994). Freire and a feminist pedagogy of difference. In P. McLaren &amp; C. Lankshear (Eds.),<i>Politics of liberation: Paths from Freire</i>. New York: Routledge. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Wells, C. G. (1992, September).&nbsp;<i>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.</i>&nbsp;Paper presented at the Conference for Sociocultural Research, Madrid, Spain. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Wells, C. G. (1999).&nbsp;<i>Dialogic inquiry: Towards a sociocultural practice and theory of education</i>. New York: Cambridge University Press. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Wenger, E. (1998).&nbsp;<i>Communities of practice: Learning, meaning, and identity</i>. Cambridge, UK: Cambridge University Press. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Wertsch, J. V. (1991). The voice of rationality in a sociocultural approach to mind. In L. Moll (Ed.),&nbsp;<i>Vygotsky and education: Instructional implications and applications of sociohistorical psychology</i>&nbsp;(pp. 111-126). Cambridge, MA: Cambridge University Press. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Wertsch, J. V. (1991).&nbsp;<i>Voices of the mind: A Sociocultural approach to mediated action</i>. Cambridge, MA: Cambridge Press. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Wertsch, J. V. (1998).&nbsp;<i>Mind as action</i>. New York: Oxford University Press. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Wertsch, J. V. (2002).&nbsp;<i>Voices of collective remembering</i>. Cambridge, UK: Cambridge University Press. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> White, E. J. (2011). Response to the School of the Dialogue of Cultures as a dialogic pedagogy.&nbsp;<i>Journal of Russian &amp; East European Psychology, 49</i>(2), 77-82. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> White, E. J., &amp; Peters, M. (2011).&nbsp;<i>Bakhtinian pedagogy: Opportunities and challenges for research, policy and practice in education across the globe</i>. New York: P. Lang. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Whitson, J. A. (2007). Education&nbsp;<i>&agrave; la Silhouette</i>: The need for semiotically-informed curriculum consciousness.&nbsp;<i>Semiotica, 164</i>(1/4), 235&ndash;329. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Wiltz, N. W., &amp; Fein, G. G. (1996). Evolution of a narrative curriculum: The contributions of Vivian Gussin Paley.&nbsp;<i>Young Children, 51</i>, 61-68. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Wittgenstein, L., &amp; Anscombe, G. E. M. (2001).&nbsp;<i>Philosophical investigations: The German text, with a revised English translation</i>&nbsp;(3rd ed ed.).&nbsp;Oxford ; Malden, Mass.: Blackwell. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Woodruff, P. (1998). Socratic education. In A. O. Rorty (Ed.),&nbsp;<i>Philosophers on education: Historical perspectives</i>&nbsp;(pp. 14-31). London: Routledge. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Zappen, J. P. (2004).&nbsp;<i>The rebirth of dialogue: Bakhtin, Socrates, and the rhetorical tradition</i>. Albany: State University of New York Press. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> Zlotkowski, E. (1999). Pedagogy and engagement. In R. G. Bringle, R. Games &amp; E. A. Malloy (Eds.),<i>Colleges and universities as citizens</i>&nbsp;(pp. 96-120). Boston:&nbsp;Allyn&nbsp;&amp;&nbsp;Bacon. </div> <div style="background-color: white;text-indent: -0.5in;margin: 0in 0in 0pt 0.5in"> --------------------------------------------------- </div> <div class="copyIcon copy0" style="display: none;"> &nbsp; </div> <div class="pasteIcon paste0" style="display: none; left: 826px; top: 7087px;"> &nbsp; </div> <div class="notifyIcon" style="display: none;"> &nbsp; </div>
Excerpt


OldNewDate CreatedAuthorActions
July 26, 2014 @ 16:21:13 admin
May 9, 2012 @ 02:39:30 admin
April 22, 2012 @ 13:37:07 Eugene Matusov
April 22, 2012 @ 13:34:46 Eugene Matusov
April 22, 2012 @ 13:33:14 Eugene Matusov
April 22, 2012 @ 13:31:18 Eugene Matusov
April 16, 2012 @ 12:43:55 admin
April 14, 2012 @ 19:21:10 admin
April 9, 2012 @ 01:06:48 admin
April 9, 2012 @ 01:03:10 admin
April 9, 2012 @ 00:56:13 admin
April 9, 2012 @ 00:52:08 admin
April 9, 2012 @ 00:51:21 admin
April 9, 2012 @ 00:48:33 admin
April 9, 2012 @ 00:47:20 admin
April 8, 2012 @ 23:52:35 admin
April 8, 2012 @ 23:15:57 admin
April 8, 2012 @ 23:14:34 admin
April 8, 2012 @ 22:50:31 admin
April 8, 2012 @ 22:46:55 admin
April 8, 2012 @ 22:45:10 admin
April 8, 2012 @ 22:39:40 admin
April 8, 2012 @ 22:36:23 admin
April 8, 2012 @ 16:08:32 admin
April 8, 2012 @ 13:51:17 admin
April 8, 2012 @ 13:48:00 admin
April 8, 2012 @ 13:47:26 admin
April 8, 2012 @ 13:46:16 admin
April 8, 2012 @ 13:43:40 admin
April 7, 2012 @ 22:38:33 admin
April 7, 2012 @ 21:56:06 admin

April 07, 2012, @ 22:38 By: flag Comment (1)

1 Comments to “Recommended literature on Dialogic Pedagogy”


  1. how can one become involved in the Journal


    avatar
    Posting by: francescalorenzi
    ---------------------------------



    Warning: Use of undefined constant comment_content - assumed 'comment_content' (this will throw an Error in a future version of PHP) in C:\inetpub\wwwroot\DP-map\wp-content\plugins\collapsible-comments\collapsible-comments.php on line 61

    [+]

    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... ...

    1
    []


Leave a Reply

You must be logged in to post a comment.