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1.
Our argument in this paper is that the model of literary progression which Bakhtin (1981, 1986) expounds in his writing on the chronotope can generate insight into the processes through which pupils improve their writing. We suggest more generally that there are concepts and clues in Bakhtin's historical model of the development of the European novel and in his theory of dialogue which can be helpful in both the evaluation and teaching of classroom writing. 相似文献
2.
Matthew S. Thatcher 《Journal of Applied Communication Research》2006,34(4):349-367
An ongoing debate regarding the nature of therapeutic communities concerns the extent to which these communities reinforce the ideologies of individualism and community. This article engages this discussion through a process of social text analysis informed by the dialogism theory of Russian philosopher and literary scholar Mikhail Bakhtin. Dialogism seeks to understand the multiple voices interpenetrating particular utterances, revealing an emergent social construction of meaning. Applying this approach to examples of discourse from a prominent therapeutic community, Alcoholics Anonymous, illustrates how meaning in the discourse of this movement can be understood to emerge among the interplay between the ideologies of individualism and community as expressed within the movement's narrative practice. 相似文献
3.
Sheng Zou 《Journalism Practice》2018,12(4):382-399
This article seeks to critically re-open the closed structure of news coverage of ethnic minorities by proposing a dialogical model of representation, which evokes mutual understanding across differences through well-crafted narratives of minority experiences. Informed by Mikhail Bakhtin and Charles Taylor, it explores the notion of “dialogue” within journalistic narratives and delineates two dialogical approaches, namely the evaluative articulation of moral values and the polyphonic incorporation of different voices. The former suggests that journalists should employ nuanced languages to situate ethnic minorities’ aspirations and experiences in a common “horizon of significance”. The latter challenges the hegemonic monologue of an ostensibly objective narration and accentuates the manifold voices from ordinary people, urging the journalists to rethink their positionality as narrators. Two cases are analyzed to reveal how the dialogic representation can be realized in news reporting, calling for a transition from “ethics of inarticulacy” to ethics of care in journalism practices. 相似文献
4.
薛爱兰 《忻州师范学院学报》2006,22(6):57-59
对话不仅是人们思想交流的一种重要手段,而且也可以促使人们打破思想僵化、促进思维发展。米哈伊尔.巴赫金对此有深入研究,并将这一理念运用于文学创作。他认为真正的文学创作都体现出积极的对话精神,女性创作也不例外,奥斯丁的小说亦遵循此道。她的最后一部小说《劝导》展现了女主人公与父亲的直接对话,以及父亲不在场的情形下父女之间的虚拟对话,从而展示了奥斯丁对当时女性生存状态的反思以及她的女性觉醒意识。 相似文献
5.
This study investigates the dialogic processes involved in how teachers talk about their students and what consequences their ways of talking (i.e., “narratives”) may have for their guidance. We take a sociocultural perspective on learning as transformation of students’ subjectivity. Teaching, as a process of guiding and facilitating learning, cannot be effective if the teacher does not actively seek how the student perceives and understands reality. We borrow and adapt from Bakhtin (1999) four narrative ways of talking about others: objectivizing, subjectivizing, problematizing and finalizing. The presence of these narratives in web discussion postings of our pre-service teachers about the Latino children they worked with in a community center are analyzed. We then compare their ways of talking about children with print- and web-based discussions about children made by in-service teachers, model teachers and our pre-service teachers in a school-based practicum. Using mixed quantitative and qualitative methodologies, we found an overwhelming predominance of objectivizing and finalizing in our pre-service teachers’ narratives about the children with whom they work that seems to define a certain pedagogical regime that we call here “teaching imaginary children/students.” This “way of talking” about children seems to be characterized by unchecked speculations guiding instruction that are not tested by finding out from the children themselves how they understand the instruction and the world. These speculations, in turn, can lead to a dogmatic approach towards children. 相似文献
6.
巴赫金对话理论的修辞学研究 总被引：1，自引：0，他引：1
龙金顺 《南阳师范学院学报》2013,12(2):47-49
巴赫金(M.M.Bakhtin)学术思想的核心和精髓是对话理论,其主旨在于强调一种积极的、崇尚个性、注重平等参与的人文精神,对话思想贯穿于他的语言学和符号学思想。虽然巴赫金不是修辞学家,但他有关修辞学的陈述都倡导将修辞学解释为对话,从而确认了话语的各种形式。巴赫金的对话概念极大地发展和丰富了修辞学传统,由此而形成的对话修辞学将巴赫金作品中和现代文化理论中所形成的新的概念应用于修辞学传统,给传统修辞学注入了新的活力。巴赫金的对话修辞学是一种检测我们与他人的观点以及检测我们自身的手段,尤其是对我们个体的和文化的差异的一种检测。从修辞学的视角来探讨巴赫金的对话理论,有助于对其理论能进一步加以审视和理解。 相似文献
7.
Chris Kearney 《English in Education》2000,34(3):19-30
Although Curriculum 2000 includes some welcome changes, such as the inclusion of drama, it is essentially a missed opportunity. I argue that it fails to address the complexity of modern life. In many academic areas, including literature, issues of identity are central to fundamental debates. Such debates have been precipitated by increasing economic globalisation and the consequent increase in interdependence between people from diverse cultural heritages. Although this situation is not new, the social and technological changes of recent decades have altered the pace of such developments. In most cities school populations reflect such changes. In this paper I argue that there are substantial gaps in the curriculum which derive mainly from government policy being premised on crude and obsolete notions of English identity. Such notions lead to a confusion of the concepts of culture and citizenship as modes of belonging. In my view both of these factors severely constrain our ability to construct a critical curriculum which adequately addresses contemporary interests and dilemmas. 相似文献
8.
社会主义和谐文化建设是对社会主义和谐社会在文化建设层面上的价值诉求。结合当代语境,从中国传统思想史视野和当代文化制度两个历时性维度上论证了巴赫金对话理论对转型期中国的社会主义和谐文化建设的适洽性和异质同构性,并藉此剖析了对话理论对于社会主义和谐文化建设中的价值诉求、群体整合、批评理论缺失等方面在文化转型期的突出功能。 相似文献
9.
Douglas McKnight 《Interchange》2004,35(3):281-302
This article describes Mikhail Bakhtin’s 20th century work on dialogue as it may serve one engaged in the teaching as a vocation and existential pursuit rather than as
a job or profession. Dialogue, as theorized by Bakhtin, within the pedagogical real, potentially becomes a mod of being through
which the individual engages in the project of selfhood, a task basic to the human enterprise. For Bakhtin, dialogue was in
part a structure within and through which we come to consciousness and give flesh and meaning to our existence. According
to Bakhtin, the structure of self is dialogical and unfinalizable, meaning that each individual comes to consciousness through
dialogue with some other. From a Bakhtinian perspective, the, selfhood as a dialogical formation constitutes a fundamental
relation by which we much participate without end, making dialogue an unavoidable social activity immersed in language. 相似文献
10.
F·司各特·菲茨杰拉德被誉为“爵士时代的天使”。他的代表作《了不起的盖茨比》被公认为美国文学史上的经典之作。用巴赫金的狂欢化理论重新解读小说的主人公盖茨比 ,希望通过盖茨比作为“开心国王”在狂欢广场上的加冕和脱冕 ,折射出 2 0世纪 2 0年代美国社会的喧嚣与堕落 ,能为人们对作品主人公的理解提供一个新的途径。 相似文献