Titlebook: Dialogic Pedagogy and Polyphonic Research Art; Bakhtin by and for E Eugene Matusov,Ana Marjanovic-Shane,Mikhail Gradov Book 2019 The Editor

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Chapter 2.5: Bakhtinian Pedagogy in Conventional Educational Institutionsfor transformations of the sociocultural contexts; (c) understanding of the primary ownership of education as societal vs. personal; (d) tensions resulting from colonization of Bakhtinian pedagogy by conventional monologic pedagogy; and (e) accepting vs. rejecting the oppressive educational reality.

Ischemia

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Chapter 3.2: Dialogic and Positivist Research in the Social Sciencesdialogic subjectifying, dialogic problematizing, and dialogic finalizing. In addition, we discuss the status of disagreement in positivist research method and in dialogic research art, claiming that, while agreement is necessary in the positivist approach as a proxy for truth, dialogic research art

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Rail Village and Mega-Structure of the humanities and social sciences, there have been many theoretical and research attempts to study Bakhtinian pedagogical ideas and implement them in innovative education practices. However, in our project we attempt to pass the ownership of Bakhtinian pedagogy from mainly Bakhtinian .—scholars

議程

Allegory, Kinship, and Redemption: , and ,. In this chapter we present two of these teaching cases with their full online discussions. Case#11 (case numbers derive from the order in which they appeared on our discussion online forum—subsequently we started referring to these numbers in our analyses and further dialogues with our colleagues)

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https://doi.org/10.1057/9780230245433ted on the online discussion forum, but without the online discussion of these cases. We combined two teaching cases (#15 and #18) by the Russian Bakhtinian educator Alexander Lobok into one. The cases were chosen for publication to represent maximum diversity of the Bakhtinian approaches, levels of

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Proponent