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This systematic quantitative literature review was conducted to analyse and synthesise the extant corpus of knowledge on dialogic pedagogy within school settings, and thus identify theoretical and methodological gaps in the literature, which might suggest new avenues for research. A search of eight databases (2014-2020) revealed an initial pool of 2443 papers, which was reduced to 61 after screening for eligibility. An analysis of the 61 papers was framed around the following questions: What is the dominant mode of classroom discourse (monologic or dialogic) reported in the literature? Where is dialogic pedagogy being researched? Who are the dominant voices in the field? and Which year levels and school subjects have been examined using which methodologies? A key finding of the analysis was the absence of substantial research by Australian or New Zealand authors, specifically where mathematics education is concerned. Similarly, there is little investigation focusing on the early years of schooling. While some education areas have been well researched with regard to dialogic pedagogy, further work is required that focuses on areas such as the early years of schooling; non-science contexts; and the use of qualitative research methods. Keywords Systematic quantitative literature review * Dialogic pedagogy * Dialogic practices * Dialogic teaching, 1 Introduction The purpose of this systematic quantitative literature review (SQLR) (Pickering & Byrne, 2014) is to analyse the extant literature available (2015-2020 or 2014-2019 depending on search options available) [...]

Mikhail Bakhtin's concepts of polyphony and dialogism in language are explored to organize thinking in organizational theorizing. Bakhtin's concepts challenge the traditional view of language as an established, self-contained system of linguistic communication that sets out rules or social conventions. Their implications in organization studies are discussed.

For a number of years, commentators and professionals have noted that effective public diplomacy requires that state and private actors communicate with the people of other nations by moving from monologue to dialogue. This article argues that both monologue and dialogue are essential public diplomacy tools and that collaboration is a third layer of public diplomacy that should also be examined. Collaboration, defined in this article as initiatives that feature cross-national participation in a joint venture or project with a clearly defined goal, may in certain instances be a more effective public diplomacy technique than either monologue or dialogue. By examining related social science research, this article seeks to start a systematic examination of the circumstances in which each of these three layers of public diplomacy--monologue, dialogue, and collaboration--is most appropriate, Keywords: public diplomacy; monologue; dialogue; collaboration; social capital

The theory of authenticity and alienation promoted by Romanian philosopher Mihai Sora is discussed, also focusing on his political philosophy of dialogue and civil society.

The character of Clitophon was accepted as Plato's work but was ill received by both ancient and modern writers. The authencity of Clitophon is reviewed and attempts to understand the meaning of the Clitophon in light of its perceived dramatic relationship to Republic 1is suggested.

Introductory Remarks Despite the scathing criticisms leveled at Han philosophy by orthodox Neo-Confucians and their latter-day scholastic followers, the most accurate characterization of many extant pieces of Han philosophical writing […]

A framework for analyzing the discursive interactions of science classrooms is drawn to probe the movement between authoritative and dialogue discourse in a Brazilian high school science class. It is argued that such shifts between communicative approaches are an inevitable part of teaching whose purpose is to support meaningful learning of scientific knowledge, also offering a different perspective on 'productive disciplinary engagement'.

Byline: Clara M. Chu The IADIS International Conference on Web Based Communities 2004 is examined through a critical lens to understand the extent of conference subject coverage, the inclusion of both research and practice, web-based communities as a multidisciplinary field of research, and the voices engaged in this academic production. This critical examination places at center stage the interests and priorities privileged at WBC 2004 and those rendered invisible: under-represented voices in cybercommunities, their participation or non-participation in research and their non-representation at the conference. This paper concludes with new possibilities to enhance the coverage and process of future WBC scholarly exchange and production through dialogue.

The transition from everyday to scientific ways of reasoning, and the intertwined role of meaning-making dialogue and science content are discussed as they contribute to scientific literacy. It is suggested that fleeting and opportunistic dialogues, in formal learning settings are critical starting points for more scientific way of thinking, and represent collaborative scientific sense-making across learning contexts.

Pickering & Garrod (P&G) argue that contemporary models of language use are inadequate. This has resulted largely because of an experimental focus on monologue rather than dialogue. I agree with the need for increased experimentation that focuses on the interplay between production and comprehension. However, I have some concerns about the interactive Alignment model that the authors propose.