Abstract
Here we summarize the major limitations and regrets we experienced in our project. We discuss three different conceptualizations of polyphony and dialogue, each of them accepting one aspect of our research (polyphony or dialogue) as more prominent than the other. In terms of the recruitment of the participants for this project, we may have failed to attract more participants with a strong discursive dialogism approach, and thus failed to focus on potentially important pedagogical issues inherent in this approach. In addition, since we were not present in the actual pedagogical events described by our participants, we may have dealt more with the “espoused theories” than with the “theories-in-action” of our Bakhtinian educators. We were also surprised and disappointed by the limited scale of dialogues about the teaching cases on the online forum we organized. We discuss different reasons that may have limited such a discussion.
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Notes
- 1.
Also, the historical timing of our book project started in 2014–2015 was disadvantaged because unfortunately our Ukrainian colleagues, Bakhtinian educational practitioners from the School of Dialogue of Cultures (Bibler, 2009), could not participate because their minds were literally traumatized by the ongoing war in Ukraine, as they reported to us.
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Matusov, E., Marjanovic-Shane, A., Gradovski, M. (2019). Chapter 4.2: Regrets About Our Polyphonic Dialogic Research. In: Dialogic Pedagogy and Polyphonic Research Art. Palgrave Macmillan, New York. https://doi.org/10.1057/978-1-137-58057-3_13
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DOI: https://doi.org/10.1057/978-1-137-58057-3_13
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