Bakhtinian Perspectives on Language, Literacy, and Learning / Edition 1

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Overview

Contributed by authors who write from various disciplinary perspectives, the essays in this book clarify the learning theories of Mikhail Bakhtin and address the application of his concepts to contemporary issues. In addition, the authors are joined by other scholars in a Bakhtinian dialogue. Together, they address questions that readers may have about Bakhtinian theory and its application to everyday teaching practices.

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Product Details

Meet the Author

Arnetha F. Ball is Associate Professor of Education at Stanford University. Her research interests focus on the oral and written literacies of culturally and linguistically diverse populations in the United States and South Africa. She has served on many boards and committees in her field and has published widely, with numerous book chapters and articles in journals that include Linguistics and Education, Applied Behavioral Science Review, Language Variation and Change, and Written Communication.

Sarah Warshauer Freedman is Professor of Education at the University of California, Berkeley and was Director of the National Center for the Study of Writing and Literacy from 1985-1996. She is the author of Exchanging Writing, Exchanging Cultures: Lessons in School Reform from the United States and Great Britain [Harvard University Press], Response to Student Writing [National Council of Teachers of English] and the editor of The Acquisition of Written Language [Ablex]

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Table of Contents

Part I. Ideologies in Dialogue: Theoretical Considerations: 1. Ideological becoming: Bahktinian concepts to guide the study of language, literacy and learning; 2. Dewey and Bakhtin in dialogue: from Rosenblatt to a pedagogy of literature as a social, aesthetic practice; 3. Intertextualities: Volosinov, Bakhtin, literacy theory, and literacy studies; 4. Voices in the dialogue: the teaching of academic language to minority second-language learners; Voices in dialogue; Part II. Voiced, Double Voiced, and Multi-voiced Discourses in our Schools: 5. Performance as the foundation for a secondary school of literacy program: a Bakhtinian perspective; 6. Double voiced discourse: African American vernacular English as resource in cultural modeling classrooms; 7. Narratives of rethinking: the inner dialogue of classroom discourse and student writing; 8. Authoring pedagogical change in secondary subject-area classrooms: ever newer ways of meaning; Voices in dialogue: multi-voiced discourses in ideological becoming; Part III. Heteroglossia in a Changing World: 9. New teachers for new times: the dialogical principle in teaching and learning electronically; 10. Is contradiction contrary?; 11. A Bakhtinian perspective on learning to read and write late in life; 12. New times and new literacies: themes for a changing world; Voices in dialogue: hybridity as literacy, literacy as hybridity; dialogic responses to a heteroglossic world; A closing thought: Bakhtinian perspective; 13. The process of ideological becoming.

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