Abstract
In this chapter we abstract and analyze diverse ways in which 14 (we analyzed the teaching Case#7 by One-who-withdrew Bakhtinian educator, but excluded its analysis from our report in the book on the educator’s request) self-identified Bakhtinian educators, including Mikhail Bakhtin himself, and define Bakhtinian pedagogy and tensions among them. In abstracting the tensions, we were guided by the contextual “Grounded Theory approach” (Glaser & Strauss, 1967). We tried to make sense of emergent tensions, which attracted our attention, by using both existing and our new theoretical conceptualization by questioning, testing, deepening, and critically analyzing the meanings of our interpretations that we offer to the readers for their own dialogic analysis. We suspect that other scholars and educators would probably be attracted to different tensions relevant to them, since we always study the experiential relationship between observed teaching cases and our own experiences, struggles, and ideas.
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Notes
- 1.
In criticizing Montessori schools for teaching children meaningless reading and writing only as a mechanical skill, Vygotsky emphasized the relevancy of the activity for a child, We do not deny the possibility of teaching reading and writing to preschool children; we even regard it as desirable that a younger child enters school if he is able to read and write. But the teaching should be organized in such a way that reading and writing are necessary for something. If they are used only to write official greetings to the staff or whatever the teacher thinks up (and clearly suggests to them), then the exercise will be purely mechanical and may soon bore the child; his activity will not be manifest in his writing and his budding personality will not grow. Reading and writing must be something the child needs. Here we have the most vivid example of the basic contradiction that appears in teaching of writing not only in Montessori schools but in most other schools as well, namely, that writing is taught as a motor skill and not as a complex cultural activity. Therefore, the issue of teaching writing in the preschool years necessarily entails a second requirement: “writing must be relevant to [the] life [of the children]” (Vygotsky, 1978, pp. 117–118).
- 2.
A quote from Ana’s response in the forum discussion of Case#6 by Beatrice Ligorio.
- 3.
The student’s name is a pseudonym.
- 4.
The discussion of our differences lies outside the scope of this chapter.
- 5.
Cf. Biesta (2017) and Robi Kroflič’s reply (2018-04-25).
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Matusov, E., Marjanovic-Shane, A., Gradovski, M. (2019). Chapter 2.1: What Is Bakhtinian Pedagogy for the Interviewed Bakhtinian Educators?. In: Dialogic Pedagogy and Polyphonic Research Art. Palgrave Macmillan, New York. https://doi.org/10.1057/978-1-137-58057-3_4
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