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      Concluding commentary: Response to Eugene and Kiyo

      White, Elizabeth Jayne
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      126-371-1-PB.pdf
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      DOI
       10.5195/dpj.2014.126
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      White, E. J. (2014). Concluding commentary: Response to Eugene and Kiyo. Dialogic Pedagogy, 2, 64–71. http://doi.org/10.5195/dpj.2014.126
      Permanent Research Commons link: https://hdl.handle.net/10289/9046
      Abstract
      At the risk of speaking on his behalf I could almost swear I heard Bakhtin laughing gleefully over my shoulder as I read this fascinating dialogue between Eugene and Kiyo. His reason for this might be partly inspired by the glaring misunderstandings both men reveal through their associated interplay with key pedagogical concepts. While polemic in nature, it occurs to me, somewhat ironically, that each man makes the same careful, empirically located, argument from different cultural and philosophical standpoints. At the centre of their debate is the concept of pedagogy and its capacity to promote ‘authentic’ learning. Despite this shared agenda their interpretations of key terms are often at variance and, as a result, they passionately bang their heads against each other in vehement misunderstanding that makes for what Bakhtin (2004) would describe as “lively and expressive” debate (p. 24) on this topic.
      Date
      2014
      Type
      Journal Article
      Publisher
      University of Pittsburgh, University Library System
      Rights
      This work is licensed under a Creative Commons Attribution 4.0 International License.
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      • Education Papers [1411]
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