The dialogical self theory in education : a multicultural perspective / Frans Meijers, Hubert Hermans, editors.
Meijers, Frans, editor.; Hermans, Hubert, editor.
2018
LB1092
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Title
The dialogical self theory in education : a multicultural perspective / Frans Meijers, Hubert Hermans, editors.
ISBN
9783319628615 (electronic book)
3319628615 (electronic book)
9783319628608
3319628607
DOI
https://doi.org/10.1007/978-3-319-62861-5
Published
Cham, Switzerland : Springer, [2018]
Language
English
Description
1 online resource.
Item Number
10.1007/978-3-319-62861-5 doi
Call Number
LB1092
Dewey Decimal Classification
370.15
Summary
This edited volume offers cross-country and cross-cultural applications of Dialogical Self Theory within the field of education. It combines the work of internationally recognized authors to demonstrate how theoretical and practical innovations emerge at the highly fertile interface of external and internal dialogues. The Theory, developed by Hubert Hermans and his colleagues in the past 25 years, responds fruitfully to the issue of educational experts hitherto working in splendid isolation and does so by combining two aspects of Dialogical Self Theory: the dialogue among individuals as well as dialogical processes within individuals, in this context students and teachers. It is the first book in which Dialogical Self Theory is applied to the field of education. In 13 chapters, authors from different cultures and continents produce theoretical considerations and a wide variety of practical procedures showing that this interface is an ideal ground for the production of new theoretical, methodological, and practical approaches that enrich the work of educational researchers and specialists. Academics, practitioners, and postgraduate students in the field of education, particularly those who are interested in the innovative and community-enhancing potentials of dialogue, will find this book valuable and informative. Ultimately the work presented here is intended to inspire more self-reflection and creative ways to engage in new conversations that can respond to real-world issues and in which education can play a more vital role.
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text file PDF
Source of Description
Vendor-supplied metadata.
Added Author
Meijers, Frans, editor.
Hermans, Hubert, editor.
Series
Cultural psychology of education ; volume 5.
Available in Other Form
Dialogical self theory in education.
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Preface. Giuseppina Marsico
Foreword. Frans Meijers & Hubert Hermans
Frans Meijers & Hubert Hermans
Dialogical Self Theory in Education: An introduction
Jennifer Clifton & Bob Fecho
Being, Doing, and Becoming: Fostering Possibilities for Agentive Dialogue
Trevor Thomas Stewart
Dialogue, Inquiry, Changing Roles, and the Dialogical Self
Chiel van der Veen, Marjolein Dobber and Bert van Oers
Engaging children in dialogic classroom talk: Does it contribute to a dialogical self?
Barbara Schellhammer
The experience of the other and the premise of the care for self. Intercultural Education as Umwendung
Reinekke Lengelle, Charity Jardine & Charlene Bonnar
Writing the self initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">initial; background-position: initial; background-size: initial; background-repeat: initial; background-atfor reconciliation and global citizenship: The inner dialogue and creative voices for cultural healing
Äli Leijen, Katrin Kullasepp & Aivi Toompalu
Dialogue for bridging student teachers' personal and professional identity
Rudy Vandamme
Teacher identity as a dialogical construction
Charl Alberts
Afrikaner and Coloured school-going adolescents negotiating ethnic identities in a post-colonial South African educational context: A Dialogical Self interpretation
David Blackbeard
Dialogical selves and intersectional masculinities: Image-and-interview research with South African adolescents
Dawan Coombs
Dialogical Self & Struggling Reader Identity
Michael Healy, Peter McIlveen & Sarah Hammer
Use of My Career Chapter in to Engage Students in Reflexive Dialogue
Susanna Annese & ; Marta Traetta
A dialogical approach for learning communities between positioning and reformulation.

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