Dialogic Pedagogy and Semiotic-Dialogic Inquiry Into Visual Literacies and Augmented Reality
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Chaosmosis : an Ethico-Aesthetic Paradigm I Felix Guattari ; Translated by Paul Bains and Julian Pefanis
Chaosmosis an ethico-aesthetic paradigm Felix Guattari translated by Paul Bains and Julian Pefanis INDIANA UNIVERSITY PRESS BLOOMINGTON & INDIANAPOLIS English translation© 1995, Power Institute, Paul Bains, and Julian Pefanis Chaosmosis was originally published in French as Chaosmose. © 1992, Editions Galilee All rights reserved No part of this book may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying and recording, or by any information storage and retrieval system, without permission in writing from the publisher. The Association of American University Presses' Resolutions on Permissions constitutes the only exception to this prohibition. The paper used in this publication meets the minimum requirements of American National Standard for Information Sciences-Permanence of Paper for Printed Library Materials, ANSI Z39 .48-1984. Manufactured in the United States of America Library of Congress Cataloging-in-Publication Data Guattari, Felix. [Chaosmose. English] Chaosmosis : an ethico-aesthetic paradigm I Felix Guattari ; translated by Paul Bains and Julian Pefanis. p. cm. Includes bibliographical references. ISBN 0-253-32945-0 (alk. paper). - ISBN 0-253-21004-6 (pbk. : alk. paper) 1. Psychoanalysis-Philosophy. 2. Subjectivity. I. Title. BFl 75.G81313 1995' 95-31403 194-dc20 1 2 3 4 5 00 99 98 97 96 95 On the planking, on the ship's bulwarks, on the sea, with the course of the sun through the sky and the ship, an unreadable and wrenching script takes shape, takes shape and destroys itself at the same slow pace - shadows, spines, shafts of broken light refocused in the angles, the triangles of a fleeting geometry that yields to the shadow of the ocean waves. -
Bakhtin's Theory of the Literary Chronotope: Reflections, Applications, Perspectives
literary.chronotope.book Page 3 Tuesday, May 4, 2010 5:47 PM BAKHTIN'S THEORY OF THE LITERARY CHRONOTOPE: REFLECTIONS, APPLICATIONS, PERSPECTIVES Nele Bemong, Pieter Borghart, Michel De Dobbeleer, Kristoffel Demoen, Koen De Temmerman & Bart Keunen (eds.) literary.chronotope.book Page 4 Tuesday, May 4, 2010 5:47 PM © Academia Press Eekhout 2 9000 Gent T. (+32) (0)9 233 80 88 F. (+32) (0)9 233 14 09 [email protected] www.academiapress.be The publications of Academia Press are distributed by: Belgium: J. Story-Scientia nv Wetenschappelijke Boekhandel Sint-Kwintensberg 87 B-9000 Gent T. 09 255 57 57 F. 09 233 14 09 [email protected] www.story.be The Netherlands: Ef & Ef Eind 36 NL-6017 BH Thorn T. 0475 561501 F. 0475 561660 Rest of the world: UPNE, Lebanon, New Hampshire, USA (www.upne.com) Nele Bemong, Pieter Borghart, Michel De Dobbeleer, Kristoffel Demoen, Koen De Temmerman & Bart Keunen (eds.) Bakhtin's Theory of the Literary Chronotope: Reflections, Applications, Perspectives Proceedings of the workshop entitled “Bakhtin’s Theory of the Literary Chronotope: Reflections, Applications, Perspectives” (27-28 June 2008) supported by the Royal Flemish Academy for Sciences and the Arts. Gent, Academia Press, 2010, v + 213 pp. ISBN 978 90 382 1563 1 D/2010/4804/84 U 1414 Layout: proxess.be Cover: Steebz/KHUAN No part of this publication may be reproduced in print, by photocopy, microfilm or any other means, without the prior written permission of the publisher. literary.chronotope.book Page i Tuesday, May 4, 2010 5:47 PM I CONTENTS Preface . -
Dialogic Pedagogy and Reading Comprehension: Examining the Effect of Dialogic
Dialogic Pedagogy and Reading Comprehension: Examining the Effect of Dialogic Support on Reading Comprehension for Adolescents James Carroll Hill Dissertation submitted to the faculty of the Virginia Polytechnic Institute and State University in partial fulfillment of the requirements for the degree of Doctor of Philosophy In Curriculum and Instruction Trevor T. Stewart, Chair Heidi Anne E. Mesmer Amy P. Azano Bonnie S. Billingsley March 24, 2020 Blacksburg, VA Keywords: English Language Arts, dialogic pedagogy, reading comprehension, intertextuality Dialogic Pedagogy and Reading Comprehension: Examining the Effect of Dialogic Support on Reading Comprehension for Adolescents James Carroll Hill ABSTRACT The reading comprehension scores of students in secondary education have been stagnant since the collection of national statistics on reading comprehension began (National Assessment on Educational Progress [NAEP], 2015, 2017, 2019). This study explored the effect of providing dialogic and thematic support on reading comprehension and intertextuality. The theories of dialogic pedagogy (Fecho, 2011; Stewart, 2019) and cognitive flexibility in reading (Spiro et al., 1987), along with the construction- integration model of reading comprehension (Kinstch, 2004) formed the foundation for this study. The study focused on the reading comprehension and ability to make connections across texts of 184 participants enrolled in 9th or 10th grade English classes in a high school in the Appalachian region of the southeastern United States. Methods included an experimental study which required participants to participate in two rounds of testing: the Nelson Denny Reading Test to provide reading levels and the Thematically Connected Dialogic Pedagogy (TCDP) testing which introduced dialogic and thematic support for reading comprehension and intertextuality. -
Characters in Bakhtin's Theory
Studies in 20th Century Literature Volume 9 Issue 1 Special Issue on Mikhail Bakhtin Article 5 9-1-1984 Characters in Bakhtin's Theory Anthony Wall Queen's University Follow this and additional works at: https://newprairiepress.org/sttcl Part of the Modern Literature Commons, and the Russian Literature Commons This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License. Recommended Citation Wall, Anthony (1984) "Characters in Bakhtin's Theory," Studies in 20th Century Literature: Vol. 9: Iss. 1, Article 5. https://doi.org/10.4148/2334-4415.1151 This Article is brought to you for free and open access by New Prairie Press. It has been accepted for inclusion in Studies in 20th Century Literature by an authorized administrator of New Prairie Press. For more information, please contact [email protected]. Characters in Bakhtin's Theory Abstract A common focus in many modern theories of literature is a reassessment of the traditional view of the character in a narrative text. The position that this article defends is that a revised conception is necessary for an understanding of the means by which dialogism is said to function in novelistic discourse. Revising the notion does not, however, involve discarding it outright as recent theories of the subject would have us do. Nor can we simply void it of all "psychological" content as suggested by many structuralist proposals. To retain Bakhtin's concept of the notion of character, we must understand the term "psychological" in the context of his early book on Freud. In artificially combining Bakhtin's isolated remarks on the literary character, we arrive at a view which postulates textualized voice-sources in the novel. -
Dialogic Education for and from Authorial Agency
ISSN: 2325-3290 (online) Dialogic education for and from authorial agency Eugene Matusov Mark Smith University of Delaware, USA University of Delaware, USA Elizabeth Soslau Ana Marjanovic-Shane University of Delaware, USA Chestnut Hill College, USA Katherine von Duyke Newmann University, USA Abstract In this paper, we extend Bakhtin's ethical philosophical ideas to education and introduce a dialogic authorial agency espoused approach. We then consider this approach in opposition to the mainstream technological espoused approach, while focusing our contrasting analysis on student’s authorial agency and critical dialogue. We argue that the technological approach assumes that the "skills" or "knowledge" are garnered in pursuit of preset curricular endpoints (i.e., curricular standards). Since the goals of the technological approach are divorced from the students’ personal goals, values, and interests, they are incompatible and irreconcilable with what we idealize as the true goal of education, education for agency. The authorial agency approach to education (Dialogic Education For and From Authorial Agency) emphasizes the unpredictable, improvisational, eventful, dialogic, personal, relational, transcending, and ontological nature of education. The authorial agency of the student and of the teacher are valued and recognized by all participants as the primary goal of education – supported by the school system and broader society. The approach defines education as a learner’s leisurely pursuit of critical examination of the self, the life, and the world in critical dialogue. The purpose of authorial agency pedagogy is to facilitate this process by promoting students’ agency and unique critical voices in socially desired practices – critical voices, recognized by the students themselves and others relevant to the particular practice(s). -
AN INTRODUCTION to INTERTEXTUALITY AS a LITERARY THEORY: DEFINITIONS, AXIOMS and the ORIGINATORS Mevlüde ZENGİN∗ “The Good of a Book Lies in Its Being Read
Pamukkale Üniversitesi Sosyal Bilimler Enstitüsü Dergisi Sayı 25/1, 2016, Sayfa 299-326 AN INTRODUCTION TO INTERTEXTUALITY AS A LITERARY THEORY: DEFINITIONS, AXIOMS AND THE ORIGINATORS Mevlüde ZENGİN∗ “The good of a book lies in its being read. A book is made up of signs that speak of other signs, which in their turn speak of things. Without an eye to read them, a book contains signs that produce no concepts; therefore it is dumb.” Umberto Eco, The Name of the Rose Abstract The aim of this study is to provide a succinct discussion of intertextuality from a theoretical perspective. The concept of intertextuality dates back to the ancient times when the first human history and the discourses about texts began to exist. As a phenomenon it has sometimes been defined as a set of relations which a text has with other texts and/or discourses belonging to various fields and cultural domains. Yet the commencement of intertextuality as a critical theory and an approach to texts was provided by the formulations of such theorists as Ferdinand de Saussure, Mikhail Bakhtin and Roland Barthes before the term ‘intertextuality’ was coined by Julia Kristeva in 1966. This study, focusing on firstly, the path from ‘work’ to ‘text’ and ‘intertext’, both of which ultimately became synonymous, and secondly, the shifting position of the reader/interpreter becoming significant in the discipline of literary studies, aims to define intertextuality as a critical theory and state its fundamentals and axioms formulated by the mentioned originators of the intertextual theory and thus to betray the fact that intertextuality had a poststructuralist and postmodern vein at the outset. -
Dialogue in Peirce, Lotman, and Bakhtin: a Comparative Study
Dialogue in Peirce, Lotman, andSign Bakhtin: Systems AStudies comparative 44(4), 2016, study 469–493 469 Dialogue in Peirce, Lotman, and Bakhtin: A comparative study Oliver Laas School of Humanities, Tallinn University Narva mnt 25, 10120, Tallinn, Estonia/ The Chair of Graphic Art, Faculty of Fine Arts Estonian Academy of Art, Lembitu 12, 10114, Tallinn, Estonia e-mail: [email protected] Abstract. Th e notion of dialogue is foundational for both Juri Lotman and Mikhail Bakhtin. It is also central in Charles S. Peirce’s semeiotics and logic. While there are several scholarly comparisons of Bakhtin’s and Lotman’s dialogisms, these have yet to be compared with Peirce’s semeiotic dialogues. Th is article takes tentative steps toward a comparative study of dialogue in Peirce, Lotman, and Bakhtin. Peirce’s understanding of dialogue is explicated, and compared with both Lotman’s as well as Bakhtin’s con- ceptions. Lotman saw dialogue as the basic meaning-making mechanism in the semio sphere. Th e benefi ts and shortcomings of reconceptualizing the semiosphere on the basis of Peircean and Bakhtinian dialogues are weighed. Th e aim is to explore methodological alternatives in semiotics, not to challenge Lotman’s initial model. It is claimed that the semiosphere qua model operating with Bakhtinian dialogues is narrower in scope than Lotman’s original conception, while the semiosphere qua model operating with Peircean dialogues appears to be broader in scope. It is concluded that the choice between alternative dialogical foundations must be informed by attentiveness to their diff erences, and should be motivated by the researcher’s goals and theoretical commitments. -
Learning from Jewish Education
ADVANCING THE LEARNING AGENDA IN JEWISH EDUCATION ADVANCING THE LEARNING AGENDA IN JEWISH EDUCATION Edited by JON A. LEVISOHN and JEFFREY S. KRESS Boston 2018 The research for this book and its publication were made possible by the generous support of the Jack, Joseph and Morton Mandel Center for Studies in Jewish Education, a partnership between Brandeis University and the Jack, Joseph and Morton Mandel Foundation of Cleveland, Ohio. Library of Congress Cataloging-in-Publication Data Names: Levisohn, Jon A., editor. | Kress, Jeffrey S., editor. Title: Advancing the learning agenda in Jewish education / Jon A. Levisohn and Jeffrey S. Kress, editors. Description: Boston: Academic Studies Press, 2018. | Includes bibliographical references. Identifiers: LCCN 2018023237 (print) | LCCN 2018024454 (ebook) | ISBN 9781618117540 (ebook) | ISBN 9781618117533 (hardcover) | ISBN 9781618118790 (pbk.) Subjects: LCSH: Jews—Education. | Jewish religious education. | Judaism—Study and teaching. Classification: LCC LC715 (ebook) | LCC LC715 .A33 2018 (print) | DDC 296.6/8—dc23 LC record available at https://lccn.loc.gov/2018023237 © Academic Studies Press, 2018 ISBN 978-1-618117-53-3 (hardcover) ISBN 978-1-618117-54-0 (electronic) ISBN 978-1-618118-79-0 (paperback) ISBN 978-1-644692-83-7 (open access) Book design by Kryon Publishing Services (P) Ltd. www.kryonpublishing.com Cover design by Ivan Grave Published by Academic Studies Press 28 Montfern Avenue Brighton, MA 02135, USA [email protected] www.academicstudiespress.com Effective October 15th, 2019, this book will be subject to a CC-BY-NC license. To view a copy of this license, visit https://creativecommons.org/licenses/by-nc/4.0/. Other than as provided by these licenses, no part of this book may be reproduced, transmitted, or displayed by any electronic or mechanical means without permission from the publisher or as permitted by law. -
I Russian Formalism and Prague Structuralism
I RUSSIAN FORMALISM AND PRAGUE STRUCTURALISM The origins of Russian Formalism date back before the Russian Revolution to the activities of the Moscow Linguistic Circle and the St Petersburg-based group, Opojaz, both of which con cerned themselves with the study of poetic language. The major figures were Victor Shklovsky, Roman Jakobson, Boris Eikhenbaum, Osip Brik and Yury Tynyanov. The Russian Formalists rejected the unsystematic and eclectic critical ap proaches which had previously dominated literary study and endeavoured to create a 'literary science'. As Jakobson put it: The subject of literary science is not literature, but literariness, i.e. that which makes a given work a literary work'. The Formalists were uninterested, therefore, in the representational or expressive aspects of literary texts; they focused on those elements of texts which they considered to be uniquely literary in character. Initially they emphasised the differences between literary language and non-literary or practical language. The best known Formalist concept is that of 'defamiliarisation' (ostranenie) , a concept particularly associated with Shklovsky and discussed in his 'Art as Device', first published in 1917, where he argues that art renews human perception through creating devices which undercut and undermine habitual and automatised forms of perception. In later Formalism the emphasis shifted from the relation between literary and non-literary language to the linguistic and formal aspects ofliterary texts themselves. Jakobson and Tynyanov argued that literary devices themselves also became familiar. They shifted the focus to the means by which certain devices become dominant in literary texts and take on a defamiliarising role in relation to other devices or aspects of the text which are perceived in familiar or automatic terms. -
Mikhail Bakhtin: a Justification of Literature
Mikhail Bakhtin: A Justification of Literature Sonya Petkova Mikhail Bakhtin is one of the most influential literary critics of the 20th century. He was born in 1895 and lived in St. Petersburg at the time when the Russian Formalists were publishing their innovative theory on art and lan- guage. His own theory, however, is generally thought to transcend the work of the Formalists, and to anticipate structuralism and poststructuralism. His most famous study, “Discourse in the Novel,” written in the 30s-40s (but not published until 1967), presents the theory of dialogism in language and the claim that a work of art is not a self-sufficient whole. Bakhtin’s writing is often seen as the foundation of poststructuralism. This essay will focus on Bakhtin’s earlier work Problemy Poetiki Dostoevskogo (1929) and its notion of polyphony which is, I argue, the cornerstone of the theory of heteroglossia developed later in “Discourse in the Novel” (written in the1930-40s). Part I of the paper examines the idea of polyphony in Problemy; part II discuss- es heteroglossia in “Discourse in the Novel.” Part III delineates the continuation of Bakhtin’s thought in the work postsructuralist critics Julia Kristeva and Roland Barthes. I also investigate, in part IV, a hardly examined aspect of Bakhtin’s work—his criticism of poetry. “Lectures on the History of Russian Literature” was published in the five-volume Sobrannie Sochinenii (Collected Works). These lectures, many of which on poetry, complicate Bakhtin’s theory of language and reveal his work as encompassing far more than previously thought. Moreover, they help us to realize that Bakhtin’s work not only preempts poststructuralism but disagrees with its tendency to merge artistic discourse with dis- course in general. -
Dialogic Pedagogy for a Post-Truth World
ISSN: 2325-3290 (online) Whose discourse? Dialogic pedagogy for a post-truth world Robin Alexander University of Cambridge, UK Abstract If, as evidence shows, well-founded classroom dialogue improves student engagement and learning, the logical next step is to take it to scale. However, this presumes consensus on definitions and purposes, whereas accounts of dialogue and dialogic teaching/pedagogy/education range from the narrowly technical to the capaciously ontological. This paper extends the agenda by noting the widening gulf between discourse and values within the classroom and outside it, and the particular challenge to both language and democracy of a currently corrosive alliance of digital technology and “post-truth” political rhetoric. Dialogic teaching is arguably an appropriate and promising response, and an essential ingredient of democratic education, but only if it is strengthened by critical engagement with four imperatives whose vulnerability in contemporary public discourse attests to their importance in the classroom, the more so given their problematic nature: language, voice, argument and truth.1 Key Words: Dialogue; pedagogy; democracy; language; voice; argument; truth Robin Alexander is Fellow of Wolfson College, University of Cambridge, Professor of Education Emeritus at the University of Warwick, Fellow of the British Academy, and past President of the British Association for International and Comparative Education. He has held senior posts at four UK universities and visiting positions in other countries. He directed the Cambridge Primary Review, the UK’s biggest enquiry into public primary/elementary education, and has worked extensively in development education, especially in India. His research and writing, whose prizes include the AERA Outstanding Book Award, explore policy, pedagogy, culture, primary schooling, comparative and development education, with classroom talk a prominent subset culminating to date in the successful large-scale trial of his framework for dialogic teaching. -
Fall 2019 Section 001 Syllabus
For Posting GEORGE MASON UNIVERSITY COLLEGE OF EDUCATION AND HUMAN DEVELOPMENT GRADUATE SCHOOL OF EDUCATION Ph.D. in Education Program EDUC 883.001 CRN 18098- Seminar in Sociocultural Theory 3 Credits, Fall 2019 Tuesdays, 7:10-10:00 Class Location: Thompson Hall 1020 PROFESSOR: Name: Dr. Shelley D. Wong Office Hours: Tuesdays 5:15-6:45 p.m. and by appointment Office Location: Thompson Hall 1505, Fairfax campus Office Phone: (703) 993-3513 Email: [email protected] Prerequisites Admission to PhD program in CEHD, or permission of instructor. University Catalog Course Description Explores and analyzes the theoretical contributions of sociocultural theory. Focuses on the growing body of contemporary research on literacy, equity in education and emancipatory teaching for diverse students. Course Overview In this course we will be reading three major foundational socio-cultural primary texts: Paulo Freire’s Pedagogy of the oppressed, Lev Vygotsky’s Mind in society and Mikhail Bakhtin’s Speech genres and other late essays. We will also read articles, books and educational commentaries about Freire, Vygotsky and Bakhtin by scholars in the fields of Multilingual Multicultural Education as well as sociocultural readings from specializations of interest to students in the course. Because reading and dialogue about these major theorists is at the heart of the course participants in this course will keep and share journals and provide peer feedback to deepen interdisciplinary engagement with the major sociocultural theories and applications to foster a critical community of scholars. Course Delivery Method This course will be delivered using a seminar format. The seminar format of EDUC 883 requires honest and respectful participation of all students.