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This edited volume offers cross-country and cross-cultural applications of Dialogical Self Theory within the field of education. It combines the work of internationally recognized authors to demonstrate how theoretical and practical innovations emerge at the highly fertile interface of external and internal dialogues. The Theory, developed by Hubert Hermans and his colleagues in the past 25 years, responds fruitfully to the issue of educational experts hitherto working in splendid isolation and does so by combining two aspects of Dialogical Self Theory: the dialogue among individuals as well as dialogical processes within individuals, in this context students and teachers.
It is the first book in which Dialogical Self Theory is applied to the field of education. In 13 chapters, authors from different cultures and continents produce theoretical considerations and a wide variety of practical procedures showing that this interface is an ideal ground for the production of new theoretical, methodological, and practical approaches that enrich the work of educational researchers and specialists. Academics, practitioners, and postgraduate students in the field of education, particularly those who are interested in the innovative and community-enhancing potentials of dialogue, will find this book valuable and informative. Ultimately the work presented here is intended to inspire more self-reflection and creative ways to engage in new conversations that can respond to real-world issues and in which education can play a more vital role.
Inhaltsverzeichnis
Preface. Giuseppina Marsico.- Foreword. Frans Meijers & Hubert Hermans.- Frans Meijers & Hubert Hermans - Dialogical Self Theory in Education: An introduction.- Jennifer Clifton & Bob Fecho - Being, Doing, and Becoming: Fostering Possibilities for Agentive Dialogue.- Trevor Thomas Stewart - Dialogue, Inquiry, Changing Roles, and the Dialogical Self.- Chiel van der Veen, Marjolein Dobber and Bert van Oers - Engaging children in dialogic classroom talk: Does it contribute to a dialogical self?.- Barbara Schellhammer - The experience of the other and the premise of the care for self. Intercultural Education as Umwendung.- Reinekke Lengelle, Charity Jardine & Charlene Bonnar - Writing the self
initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">initial; background-position: initial; background-size: initial; background-repeat: initial; background-atfor reconciliation and global citizenship: The inner dialogue and creative voices for cultural healing.- Äli Leijen, Katrin Kullasepp & Aivi Toompalu - Dialogue for bridging student teachers' personal and professional identity.- Rudy Vandamme - Teacher identity as a dialogical construction.- Charl Alberts - Afrikaner and Coloured school-going adolescents negotiating ethnic identities in a post-colonial South African educational context: A Dialogical Self interpretation.- David Blackbeard - Dialogical selves and intersectional masculinities: Image-and-interview research with South African adolescents.- Dawan Coombs - Dialogical Self & Struggling Reader Identity.- Michael Healy, Peter McIlveen & Sarah Hammer - Use of My Career Chapter in to Engage Students in Reflexive Dialogue.- Susanna Annese &; Marta Traetta.- A dialogical approach for learning communities between positioning and reformulation.
Zusammenfassung
This edited volume offers cross-country and cross-cultural applications of Dialogical Self Theory within the field of education. It combines the work of internationally recognized authors to demonstrate how theoretical and practical innovations emerge at the highly fertile interface of external and internal dialogues. The Theory, developed by Hubert Hermans and his colleagues in the past 25 years, responds fruitfully to the issue of educational experts hitherto working in splendid isolation and does so by combining two aspects of Dialogical Self Theory: the dialogue among individuals as well as dialogical processes within individuals, in this context students and teachers.
It is the first book in which Dialogical Self Theory is applied to the field of education. In 13 chapters, authors from different cultures and continents produce theoretical considerations and a wide variety of practical procedures showing that this interface is an ideal ground for the production of new theoretical, methodological, and practical approaches that enrich the work of educational researchers and specialists. Academics, practitioners, and postgraduate students in the field of education, particularly those who are interested in the innovative and community-enhancing potentials of dialogue, will find this book valuable and informative. Ultimately the work presented here is intended to inspire more self-reflection and creative ways to engage in new conversations that can respond to real-world issues and in which education can play a more vital role.
