1 1 II Carles Monereo, Crista Weise, & Hubert Hermans (eds.) Marina García-Morante (ed. Assistant) Creative Commons This work is licensed under the Creative Commons Attribution-ShareAlike 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by-sa/4.0/ or send a letter to Creative Commons, PO Box 1866, Mountain View, CA 94042, USA. III SUMMARY PREFACE. Dialogicality: The positional basis of an open, flexible, and tolerant dialogue (Carles Monereo, Crista Weise & Hubert Hermans) ................................................................ 1 1.1. The construction of the identity of an educational advisor: a case analysis (Carles Monereo Font, Matías Caride & Marina García-Morante) ...................................................... 6 1.2. Constructing authorship and self positions: production of e-learning courseware contents (Rute Nogueira de Morais Bicalho, Maria Cláudia Santos Lopes de Oliveira & Wilsa Ramos) ..........................................................................................................................16 1.3. Case Study: An Educational Dialogical Approach to the Development of New Future I- positions as Promoter Positions for University Students: Theory, Practice, and Outcomes (Kaori Toyoda) ........................................................................................................................23 1.4. Student teachers’ positioning with regard to their key learning experiences in the first prácticum (Mireya Giralt-Romeu, Eva Liesa Hernández, Paula Mayoral Serrat & Lorena Becerril Balín)..........................................................................................................................34 1.5. Bumpy moments considered as critical incidents in dialogue. Professional Identity of technical VET-teachers (Kara Vloet, Ellen Klatter, Sandra Janssen & Giel Kessels) ...........44 1.6. Dialogical Self Theory & Wobble: Supporting Novice Teachers through Dialogue (Trevor Thomas Stewart & Tim Jansky) .................................................................................54 1.7. Teacher’s I-Positions concerning professional role: Dialogues and contradictions between discourse and practices of interactions with students (Luciana Dantas de Paula & Angela Uchoa Branco) ............................................................................................................63 1.8. Dialogical Self and Shifting Mathematical identity (Nadia Stoyanova Kennedy) ..........70 1.9. I as university supervisor: Transacting to become I as teacher educator (Lauren May). .................................................................................................................................................79 1.10. Describing teacher-inquirer identity in a process of educational innovation (Antoni Badia, Lorena Becerril & Paula Mayoral) ...............................................................................81 1.11. Fostering school principal’s identity development through a dialogical training approach (Núria Mollá & Montserrat Castelló) .......................................................................89 1.12. Learning to teach: Dialogical repBresentations of teacher identity construction within a community of practice (Cheryl Ballantyne) .............................................................................96 1.13. Disclosing the dialogical self of foreign language students in an English as a foreign language classroom (Betül Altaş, Şehnaz Şahinkarakaş) ...................................................107 1.14. Dialogical Voices in the Tower of Babel: I-positions and promoters within immigrant teacher identity/ies and practice (Mihaela Enache) .............................................................115 1.15. Becoming an Academic in Transcultural Contexts: Trans-positioning as the Immigrant’s Capital (Mahtab Janfada) .................................................................................123 IV 1.16. RUBIÃO BOVARY’s imaginary color/ race scenarios (Antonio José de Souza & Elaine Pedreira Rabinovich) ............................................................................................................130 1.17. Societies in the self: Using DST to understand identity, interculturality and the democratically organized self in two different democracies and linguacultures (Catherine Matsuo) .................................................................................................................................137 1.18. Policy Alienation and the Dialogical Self: examining policy that informs experiences of novice teachers in England (Thomas Boon) ........................................................................147 1.19. Dialogue and the Dialogical Self in a Pedagogy for Prison Education (Gregory Bruno) ...............................................................................................................................................156 1.20. The Dialogical Self Theory, underpinning Empathetic-Reflective-Dialogical Re-storying (Janet Jarvis).........................................................................................................................162 2.1. Polyphony in the context of psychosocial practice: on the possibility of the dialogical logic (Masayoshi Morioka, Kakuko Matsumoto, Koichi Hirose & Shoko Sugao). ..............172 2.2. Uncovering secret voices in family therapy: A narrative case study based on therapy notes (Kia Thanopoulou) ......................................................................................................181 2.3. ‘If your pain had a voice, what would it say?’ How clients make meaning of somatic symptoms (Eleni Lekkou, Eleni Malliou, Evdokia Mita, Korina Nikolaou & Ifigeneia Sotiropoulou). ........................................................................................................................189 2.4. What are the subjective conditions supporting the care and support of people with severe disabilities? 1) Lessons from an opposite case (Katsuki Yokoyama & Mariko Okishio) .................................................................................................................................194 2.5. What are the subjective conditions supporting the care and support of people with severe disabilities? 2) Lessons from professionals (Reiko Otaki & Yasuhiro Omi).............201 2.6. What are the subjective conditions supporting the care and support of people with severe disabilities? 2) Lessons from parents (Yumiko Hirotsu & Masahiro Nochi). ............208 2.7. Identity and narrative coherence in adolescence: a comparison between clinical and non-clinical populations (Clara Capdevila i Lacasa, Meritxell Pacheco Pérez, Anna Salvador Conde & Laura Susín Carnicero). ........................................................................................215 2.8. The temporal dimension in the narrative construction of identity and its relationship to wellbeing in adolescence (Anna Salvador, Meritxell Pacheco, Laura Susín & Clara Capdevila) .............................................................................................................................222 2.9. ‘My dear hero’: Fictional characters give voice to adolescents’ sensitive family issues (Maria-Michaela Asimakopoulou, Eleni-Maria Dimou, Eva Theodoraki, Eirini Pantazi & Eleni Petroulaki) ....................................................................................................................226 2.10. “Tattoos: Stories from over and under the skin” (Konstantinos Lianos, Epaminondas Ntafoulis, Aikaterini Pagoulatou, Aikaterini Tsantili, Antigoni Yiazitzoglou & Chrysa Ziridou) ...............................................................................................................................................232 2.11. “All about clouds”: Voices of love and hate in the letters of Vladimir Mayakovsy (Valia Mastorodemou, Gina Patsarinou & Lydia Xourafi) ...............................................................237 V 2.12. Childbearing Decision Making Positions Repertoire: A Meta-Synthesis (Mohammad Hossein Tehrani Zamani, Mohsen Dehghani, Mohammad Ali Mazaheri Tehrani & Jaan Valsiner). ...............................................................................................................................246 2.13. Psychological aspects of a woman's infertility: exploring the adaptation in a dialogical perspective (Kristiina Uriko) ..................................................................................................255 _Toc773060713.1. The Dialogical Self, Narrative, and the Visual Imagination in an Era of Change and Crisis (Vincent W. Hevern) ..............................................................................264 3.2. The Vices and Virtues Inherent in I-Positions (Vicky Jo Varner) ..................................276 3.3. The Returning Self – Internal Dialogue of Identity and Exploration of professional Figure Skaters (Natalie Jancosek) ...................................................................................................286 3.4. Authenticity is Always Dialogical: The Challenge of “Just Be Yourself” in Public (Markéta Machková) .............................................................................................................290 3.5. Dialogic Self – Inner Language for Self-Transformation (Kantharao VN) ....................297 3.6. Stories of Workplace Bullying: From Breakdown to Heroic Narratives (Pekka Kuusela) ...............................................................................................................................................309