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dc.contributor.authorSkaftun, Atle
dc.date.accessioned2020-08-07T11:38:34Z
dc.date.available2020-08-07T11:38:34Z
dc.date.created2019-10-16T13:07:02Z
dc.date.issued2019
dc.identifier.citationSkaftun, A. (2019) Dialogic Discourse Analysis: A methodology for dealing with the classroom as a text. Dialogic Pedagogy: An International Online Journal, 7, pp. 143-163.en_US
dc.identifier.issn2325-3290
dc.identifier.urihttps://hdl.handle.net/11250/2671212
dc.description.abstractBakhtin is a source of theoretical inspiration for educational research. This article will be an attempt to activate also Bakhtin’s analytical practice and his methodology. I will explore and elaborate the typology of discursive relations which are suggested in Bakhtin’s book on Problems of Dostoevsky’ Poetics (Bakhtin ,1984), and the potential application of it in the study of discourse in the classroom. In order to do so properly it will be necessary to activate Bakhtin’s understanding of the utterance as a meaningful unity, and thus also the problem of authorship and the relationship between author and hero. Bakhtin’s analytical practice can be considered a consistent methodology for the study of literature in schools as well as in the scholarly study of literature (cf. Skaftun, 2009; 2010), and I have called it dialogic discourse analysis (DDA). The first main part of the article elaborates key features of DDA in dialogue with Bakhtin’s work. In the other main part, DDA is applied to educational settings in order to enter the educational dialogue on how to make sense of authorship and the adhering conception of the classroom as a text. My ambition here is primarily to elaborate DDA as a powerful and dynamic toolkit also for educational research. In doing so I also hope to contribute to the ongoing work of transferring Bakhtin’s dialogism as a whole from the study of literature to the study of education. Examples will in part be drawn from literature, but for the most part from educational settings.en_US
dc.language.isoengen_US
dc.rightsNavngivelse 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.no*
dc.subjectpedagogikken_US
dc.subjectBakhtinen_US
dc.subjectdiskursanalyseen_US
dc.titleDialogic Discourse Analysis: A methodology for dealing with the classroom as a texten_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
dc.subject.nsiVDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280en_US
dc.source.pagenumber143-163en_US
dc.source.volume7en_US
dc.source.journalDialogic Pedagogy: An International Online Journalen_US
dc.identifier.doi10.5195/dpj.2019.277
dc.identifier.cristin1737575
dc.relation.projectNorges forskningsråd: 237994en_US
dc.relation.projectUniversitetet i Stavanger: IN-11965en_US
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1


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