Dialogic Learning Shifting Perspectives to Learning, Instruction, an
Contemporary researchers have analysed dialogue primarily in terms of instruction, conversation or inquiry. There is an irreducible tension when the terms ‘dialogue’ and ‘instruction’ are brought together, because the former implies an emergent process of
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Dialogic Learning Shifting Perspectives to Learning, Instruction, and Teaching
Edited by
Jos van der Linden † University of Utrecht, Utrecht, The Netherlands and
Peter Renshaw Griffith University, Queensland, Australia
KLUWER ACADEMIC PUBLISHERS NEW YORK, BOSTON, DORDRECHT, LONDON, MOSCOW
eBook ISBN: Print ISBN:
1-4020-1931-9 1-4020-1930-0
©2004 Kluwer Academic Publishers New York, Boston, Dordrecht, London, Moscow Print ©2004 Kluwer Academic Publishers Dordrecht All rights reserved No part of this eBook may be reproduced or transmitted in any form or by any means, electronic, mechanical, recording, or otherwise, without written consent from the Publisher Created in the United States of America Visit Kluwer Online at: and Kluwer's eBookstore at:
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Contents INTRODUCTION Dialogic teaching, learning and instruction: Theoretical roots and analytical frameworks PETER D. RENSHAW
1
PART I: DIALOGIC LEARNING: CULTURE AND IDENTITY Dialogic learning in the multi-ethnic classroom: Cultural resources and modes of collaboration ED ELBERS & MARIȬTTE DE HAAN
17
Third space in cyberspace: Indigenous youth, new technologies and literacies CUSHLA KAPITZKE & PETER RENSHAW
45
Making sense through participation: Social differences in learning and identity development GEERT TEN DAM, MONIQUE VOLMAN & WIM WARDEKKER
63
Diverse voices, dialogue and intercultural learning in a second language classroom ELIZABETH HIRST & PETER RENSHAW
87
Learning to plan: A study of reflexivity and discipline in modern pedagogy KERSTIN BERGQVIST AND ROGER SÄLJÖ
109
viii
CONTENTS
PART II: DIALOGIC LEARNING: MULTIPLE PERSPECTIVES ON THE SOCIAL CONSTRUCTION OF KNOWLEDGE Studying peer interaction from three perspectives: The example of collaborative concept learning CARLA VAN BOXTEL
125
Working together on assignments: Multiple analysis of learning events. RIJKJE DEKKER, MARIANNE ELSHOUT-MOHR & TERRY WOOD
145
On participating in communities of practice: Cases from science classrooms SINIKKA KAARTINEN & KRISTIINA KUMPULAINEN
171
Dynamics of coordination in collaboration GIJSBERT ERKENS
191
The social regulation of cognition: From colour-identification in the Stroop Task to classroom performances PASCAL HUGUET, JEAN-MARC MONTEIL & FLORENCE DUMAS
217
Shared and unshared knowledge resources: The collaborative analysis of a classroom case by pre-service teachers. ANGELA M. O’DONNELL
233
EPILOGUE Notes on classroom practices, dialogicality, and the transformation of learning ROGER SÄLJÖ 251 Index
261
PETER D. RENSHAW
DIALOGIC LEARNING TEACHING AND INSTRUCTION Theoretical Roots and Analytical Frameworks
Abstract. This chapter provides an analysis of the construct of ‘dialogue’ in order to frame the contributions of the various authors and research traditions represented in this volume. This volume brings together one group of researchers whose primary interest is in the ‘dialogue’ between speaking and thinking, between the social and the individual, between the public distri
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