1st Edition
The Routledge International Handbook of Research on Dialogic Education
The Routledge International Handbook of Research on Dialogic Education provides a comprehensive overview of the main ideas and themes that make up the exciting and diverse field of Dialogic Education. With contributions from the world’s leading researchers, it describes underpinning theoretical approaches, debates, methodologies, evidence of impact, how Dialogic Education relates to different areas of the curriculum and ways in which work in this field responds to the profound educational challenges of our time.
The handbook is divided into seven sections, covering:
- The theory of Dialogic Education
- Classroom dialogue
- Dialogue, teachers and professional development
- Dialogic Education for literacy and language
- Dialogic Education and digital technology
- Dialogic Education in science and mathematics
- Dialogic Education for transformative purposes
Expertly written and researched, the handbook marks the coming of age of Dialogic Education as an important and distinctive area of applied educational research. Featuring chapters from authors working in different educational contexts around the world, the handbook is of international relevance and provides an invaluable resource for researchers and students concerned with the study of educational dialogue and allied areas of socio-cultural research. It will interest students on PhD programmes in Education Faculties, Master's level courses in Education and postgraduate teacher-training courses. The accounts of results achieved by high-impact research projects around the world will also be very valuable for policy makers and practitioners.
Notes on Editors
Notes on Contributors
Introduction
Section I: The Theory of Dialogic Education
Introduction to the Theory of Dialogic Education
Rupert Wegerif
1. Towards a Dialogic Theory of Education for the Internet Age
Rupert Wegerif
2. Dialogism and Education
David Skidmore
3. Who’s Talking? (And what does it mean for ‘us’?)
Kim Davies and Peter Renshaw
4. Educational Processes and Dialogical Construction of Self
Giuseppina Marsico, Luca Tateo, Ramon Cerqueira Gomes and Virgínia Dazzani
5. Linguistic Ethnographic Analysis of Classroom Dialogue
Adam Lefstein and Julia Snell
6. Collaborative Argumentation-Based Learning
Michael J. Baker, Jerry Andriessen and Baruch B. Schwarz
7. Learning, Discursive Faultiness, and Dialogic Engagement
Anna Sfard
8. Dialogic Educational Approaches in Ibero-American Countries: A Systematic Mapping Review
Juan Manuel Fernández-Cárdenas and Sergio Reyes-Angona
Section II: Classroom Dialogue
Introduction to Classroom Dialogue
Paul Warwick and Vic Cook
9. Metatalk for Dialogic Turn in the First Years of Schooling
Christine Edwards-Groves and Christina Davidson
10. Embedding a Dialogic Pedagogy in the Classroom: What is the Research Telling Us?
Frank Hardman
11. Analysing Student Talk Moves in Whole-Class Teaching
Jan Hardman
12. Visual Learning Analytics to Support Classroom Discourse Analysis for Teacher Professional Learning and Development
Gaowei Chen
13. Classroom Dialogue and Student Attainment: Distinct Roles for Teacher-Led and Small-Group Interaction?
Christine Howe, Sara Hennessy and Neil Mercer
14. Distinctively Democratic Discourse in Classrooms
Susan Jean Mayer, Catherine O’Connor and Adam Lefstein
Section III: Dialogue, Teachers and Professional Development
Introduction to Dialogue, Teachers and Professional development
Riikka Hofmann
15. Teachers’ Collaborative Dialogues in Contexts of Lesson Study
Peter Dudley and Maria Vrikki
16. How Dialogic Teachers Create the Dialogic Classroom: Lessons from Japanese Teachers
Kiyotaka Miyazaki
17. Teacher Professional Development to Support Classroom Dialogue: Challenges and Promises
Sara Hennessy and Maree Davies
18. Designing Professional Development to Support Teachers’ Facilitation of Argumentation
Alina Reznitskaya and Ian A. G. Wilkinson
19. Attitudes Towards Dialogic Teaching and the Choice to Teach: The role of preservice teachers’ perceptions on their own school experience
Alexander Gröschner, Miriam F. Jähne and Susi Klaß
Section IV: Dialogic Education for Literacy and Language
Introduction to Dialogic Education for Literacy and Language
Fiona Maine
20. Oracy Education: The Development of Young People’s Spoken Language Skills
Neil Mercer, James Mannion and Paul Warwick
21. A Dialogic Approach to Understanding and Promoting Literacy Practices in the Primary Classroom
Sylvia Rojas-Drummond
22. Dialogue-Intensive Pedagogies for Promoting Literature Thinking
Ian A. G. Wilkinson, Anna O. Soter, P. Karen Murphy and Sarah C. Lightner
23. Reading as a Transaction of Meaning Making: exploring the dialogic space between texts and readers
Fiona Maine
24. Research on Dialogic Literary Gatherings
Marta Soler Gallart
25. Writing Talk: Developing Metalinguistic Understanding through Dialogic Teaching
Debra Myhill and Ruth Newman
26. Mapping the Terrain of Dialogic Literacy Pedagogies
Maren Aukerman and Maureen Boyd
Section V: Dialogic Education and Digital Technology
Introduction to Dialogic Education and Digital technology
Simon Knight
27. ‘Affordances for Dialogue’: The Role of Digital Technology in Supporting Productive Classroom Talk
Louis Major and Paul Warwick
28. Establishing and Maintaining Joint Attention in Classroom Dialogues: Digital Technology, Microblogging and Ground Rules
Ingvill Rasmussen, Anja Amundrud and Sten Ludgvigsen
29. Designing a Dialogic Technology-Enhanced Pedagogy to Support Collaborative Creativity
Manoli Pifarré
30. Researching the Materiality of Communication in an Educational Makerspace: The Meaning of Social Objects
Kristiina Kumpulainen, Antti Rajala and Anu Kajamaa
31. The Polyphonic Model of Collaborative Learning
Stefan Trausan-Matu
32. Progressive Dialogue in Computer-Supported Collaborative Knowledge Building
Carol K. K. Chan, Yuyao Tong and Jan van Aalst
33. Democratization and Education: Conditions and Technology for Dialogic Transformative Political Education
Benzi Slakmon and Baruch Schwarz
35. Pedagogical Link-Making with Digital Technology in Science Classrooms: New Perspectives on Connected Learning
Judith Kleine Staarman and Jaume Ametller
36. Triangulating Identity, Groups and Objects: A University Case
M. Beatrice Ligorio, Francesca Amenduni and Katherine McLay
Section VI: Dialogic Education in Science and Mathematics
Introduction to Dialogic Education in Science and Mathematics
Jaume Ametller
37. The Details Matter in Mathematics Classroom Dialogue
Noreen M. Webb, Megan L. Franke, Marsha Ing, Nicholas C. Johnson and Joy Zimmerman
38. The Role of Dialogue in Science Epistemic Practices
Aik-Ling Tan and Kok Sing Tang
39. The Future of Dialogic Education: An Opportunity and a Challenge
Lauren B. Resnick, Melissa E. Libertus and Faith Schantz
40. Dialogic Thinking Together Towards Abstract Reasoning
Paul Webb
41. Dialogue and Shared Cognition: An Examination of Student-Student Talk in the Negotiation of Mathematical Meaning during Collaborative Problem Solving
David Clarke and Man Ching Esther Chan
Section VII: Dialogic Education for Transformative Purposes
Introduction to Dialogic Education for Transformative Purposes
Farah Ahmed and Hilary Cremin
42. Interactions and Dialogue in Education: Dialogical Tensions as Resources or Obstacles
Michèle Grossen and Nathalie Muller Mirza
43. Understanding Conflict Transformation Dialogue Through Coding Based on Buber and Rogers
Toshiyasu Tsuruhara and Hilary Cremin
44. Creating an ‘Ethic of Care’ in a Vertical Tutor Group: Addressing Student’s Challenges through Dialogue
Rupert Higham and Hans De Vynck
45. The Power of a Dialogical Framework to Articulate Collaborative Learning in the 21st century
Yifat Ben-David Kolikant and Sarah Pollack
46. The Potential of Halaqah to be a Transformative Islamic Dialogic Pedagogy
Farah Ahmed
47. Exploring the Impact of Interactive Groups: Dialogic Interactions Involving Families and Community Members
Ramon Flecha
48. Dialogic pedagogy in a post-truth world
Robin Alexander
Biography
Neil Mercer is Emeritus Professor of Education at the University of Cambridge, where he is also the Director of Oracy Cambridge: the Hughes Hall Centre for Effective Spoken Communication and a Life Fellow of the college Hughes Hall.
Rupert Wegerif is Professor of Education at the University of Cambridge where he co-leads the Cambridge Educational Dialogue Research (CEDiR) Group.
Louis Major is a Senior Research Associate at the University of Cambridge interested in the role of technology in supporting educational dialogue and interaction.