Bakhtin in the Fullness of Time: Bakhtinian Theory and the Process of Social Education

1st Edition

Craig Brandist, Michael E. Gardiner, E Jayne White, Carl Mika

March 29, 2020 Forthcoming
Reference - 158 Pages
ISBN 9780367460655 - CAT# 358037

was $155.00


SAVE ~$31.00

Available for pre-order. Item will ship after March 29, 2020
Add to Wish List
FREE Standard Shipping!


This book takes the works of Mikhail Bakhtin as its inspiration in the contemplation of the potential of dialogic scholarship for philosophy of education. While Bakhtin’s work has been widely received in educational studies in recent years, the academic literature does not sufficiently convey the sophistication of his cultural-historical works.

Selected works on the Limits and Perspectives of Mikhail Bakhtin are presented in book. In doing so, the contributors seek to interpret the work of the Bakhtin Circle in a complex contemporary world. Layering and drawing from the many ideas explored by the Circle during their collective lifetimes and those that influenced their work, each chapter offers a different dimension of thought concerning issues facing societies remote (or perhaps not so remote) from the world of post-revolutionary Russia.

In the post-2008 era, during which financial crises have morphed into global recession and which characterise growing social inequities, widespread political instabilities and further environmental decline and resource depletion, what is needed more than ever is a twenty-first century Bakhtin, one that is occupied with the distinct challenges our times present to all of us. The individual contributors to Bakhtin in the Fullness of Time aim to contribute to a revisioning and reassessment of Bakhtin, through a diverse series of engagements with both his legacy and future promise. In contemplating Bakhtin in the fullness of time, historical perspectives and contributions must be encountered in a contemporary understanding that will contribute to philosophy of education today.

The chapters in this book were originally published in the journal, Educational Philosophy and Theory.

Share this Title