Dialogic Ruptures: An Ethical Imperative

Autor/in	Arndt, Sonja
Titel	Dialogic Ruptures: An Ethical Imperative
Quelle	In: Educational Philosophy and Theory, 49 (2017) 9, S.909-921 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Arndt, Sonja)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2015.1135776
Schlagwörter	Dialogs (Language); Intercultural Communication; Educational Philosophy; Language Styles; Teacher Student Relationship; Ethics; Cultural Differences; Second Languages; Foreign Nationals; Transformative Learning; Second Language Learning; Dialects + Suchen Sie Ihr Suchwort? Dialog; Dialogs; Dialogue; Dialogues; Interkulturelle Kommunikation; Bildungsphilosophie; Erziehungsphilosophie; Sprachstil; Teacher student relationships; Lehrer-Schüler-Beziehung; Ethik; Kultureller Unterschied; Second language; Zweitsprache; Ausländer; Ausländerin; Pädagogische Transformation; Zweitsprachenerwerb; Dialect; Dialekt
Abstract	Dialogue is promoted as a key strategy to "solve" the "problem" of diversity in educational settings. Yet, "[w]hen we select words … We usually take them from other utterances, and mainly from utterances that are kindred to ours in genre, that is in theme, composition or style" (p. 87, emphasis in the original). This article problematises the complexities of dialogic engagements with foreigner teachers in educational encounters. Bakhtin's treatment of polyphonic dialogic encounters provides an analytical frame for explicating the intertextuality of foreigner teacher engagements as not only temporally and culturally, but also individually volatile. The article suggests that dialogic encounters are unpredictably complex, alive and never neutral, and that dialogic engagements can be so fraught with fear that verbal or cross cultural engagements with teacher foreigners must be recognised as risky and dangerous, and not always smooth "solutions" to a "problem". A dual Bakhtinian/Kristevan lens expands the analysis to expose the vulnerability of dialogue, through unconscious revelations of teacher subjects that are forever in process. The article culminates in an argument for the crucial importance of a receptive, attentive ethics of care in dialogic engagements with cultural foreigners in educational relationships, to avoid fearful exposure, lifeless dialogue and silence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01