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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.

Compositional dialogues pervade the scenes of M.A. Bulgakov's novel 'The Master and Margarita.' These compositional dialogues can be grouped into two, namely the Socratic and the Hermetic. Although Bulgakov's novel cannot be considered as a model of Mikhail Bakhtin's meaning of the dialogic, the dialogues in the novel imply similarity to Bakhtinian concept. The difference between the two kinds of dialogue in 'The Master and Margarita' in terms of the spiritual, psychological and ideological dynamism of the novel are analyzed.

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 continuing self-study of the evolvement of practice in a methods reading course will demonstrate the pedagogical value of dialogue and critical reflection on lived experiences. Teachers of bilingual education, English, special education and monolingual mainstream English as well as prospective instructors entering teaching as a second or third career were asked to recount their experiences. The advantages of this pedagogical approach are discussed.

A comparative study of the works on feminist issues of Moderata Fonte, who was influenced by the Renaissance books of conversation and Edmund Tilney shows the use of multiplicity of voices to produce a monologic discourse as well as to open up discussion. The works of Fonte present multiple voices expressing a real and unresolved multiplicity of views while Tilney's works show the characters voicing the views confirming to social norms.

This paper reports the findings of two studies which compared the responses to using dialogue journals by teachers of the gifted and talented and their students. The purpose of this research was to learn more about the ways that such interactive writing can enable GT students to collaborate effectively in their own education. Study 1 sought to determine the types of discourse functions teachers used in the journals they kept with their instructor in a graduate practicum and with the GT students they taught in that practicum. They interacted differently with their instructor than with their students in ways consistent with their role: they commonly used questions, a controlling behavior, when journaling with students. Study 2 examined whether teachers could vary their responses to students' journals to make them more collegial and less controlling. Together these studies supported the use of dialogue journals to promote mutuality in the educational process.

Ramon del Valle-Inclan's use of dialogue in his play 'Divinas palabras' is extremely complex, involving social and sexual politics while portraying linguistic ability as mystical. The use of language to create Valle-Inclan's complexities has been largely ignored in favor of his innovative techniques. However, the communication and opposition between the village community and the travelling folk are portrayed through his use of linguistic form as is the crucial relationship between the groups and the outsider character.

Reading development can be enhanced considerably if students compile reading dialogue journals to record their thoughts in letter or dialogue form and thus clarify metacognitive processes. Students learn to perceive themselves as writers, their audiences as readers and their journals as a forum for practicing critical writing. Writing dialogue journals for multiple audiences further increases metacognitive perception and promotes reading development.

A European American woman and an Asian American man engage in a dialogue on gender and race and agree that a binary concept of difference clarifies the meanings of the two terms. Gender differences signify masculine and feminine social constructions, and racial differences stand for a white and non-white labeling system that explains the nuances of class interaction.

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.