The Dialogical Alternative is an interdisciplinary collection of articles presenting and discussing a dialogical approach to language and mind. This approach is characterized by an emphasis on social interaction and dialogue, with examples taken from such fields as political speech, doctor/patient conversation, and interaction with children. The volume also suggests how such a framework may be widely applicable in a variety of thematic areas. The book represents an important alternative to mainstream monologically based models within linguistics, psycholinguistics, cognitive psychology, and cognitive science. It will be read with interest by a broad range of scholars and students from the humanities and social sciences concerned with the study of communication, language, and the mind.

This edited volume offers cross-country and cross-cultural applications of Dialogical Self Theory within the field of education. It combines the work of internationally recognized authors to demonstrate how theoretical and practical innovations emerge at the highly fertile interface of external and internal dialogues. The Theory, developed by Hubert Hermans and his colleagues in the past 25 years, responds fruitfully to the issue of educational experts hitherto working in splendid isolation and does so by combining two aspects of Dialogical Self Theory: the dialogue among individuals as well as dialogical processes within individuals, in this context students and teachers. It is the first book in which Dialogical Self Theory is applied to the field of education. In 13 chapters, authors from different cultures and continents produce theoretical considerations and a wide variety of practical procedures showing that this interface is an ideal ground for the production of new theoretical, methodological, and practical approaches that enrich the work of educational researchers and specialists. Academics, practitioners, and postgraduate students in the field of education, particularly those who are interested in the innovative and community-enhancing potentials of dialogue, will find this book valuable and informative. Ultimately the work presented here is intended to inspire more self-reflection and creative ways to engage in new conversations that can respond to real-world issues and in which education can play a more vital role.

Marková offers a dialogical perspective to problems in daily life and professional practices involving communication, care, and therapy.

Major figures in contemporary anthropology present a dialogic critique of ethnography. Moving beyond sociolinguistics and performance theory, and inspired by Bakhtin and by their own field experiences, the contributors revise notions of where culture actually resides. This pioneering effort integrates a concern for linguistic processes with interpretive approaches to culture. Culture and ethnography are located in social interaction. The collection contains dialogues that trace the entire course of ethnographic interpretation, from field research to publication. The authors explore an anthropology that actively acknowledges the dialogical nature of its own production. Chapters strike a balance between theory and practice and will also be of interest in cultural studies, literary criticism, linguistics, and philosophy. CONTRIBUTORS: Deborah Tannen, John Attinasi, Paul Friedrich, Billie Jean Isbell, Allan F. Burns, Jane H. Hill, Ruth Behar, Jean DeBernardi, R. P. McDermott, Henry Tylbor, Alton L. Becker, Bruce Mannheim, Dennis Tedlock

The Routledge International Handbook of Research on Dialogic Education provides a comprehensive overview of the main ideas and themes that make up the exciting and diverse field of Dialogic Education. With contributions from the world’s leading researchers, it describes underpinning theoretical approaches, debates, methodologies, evidence of impact, how Dialogic Education relates to different areas of the curriculum and ways in which work in this field responds to the profound educational challenges of our time. The handbook is divided into seven sections, covering: The theory of Dialogic Education Classroom dialogue Dialogue, teachers and professional development Dialogic Education for literacy and language Dialogic Education and digital technology Dialogic Education in science and mathematics Dialogic Education for transformative purposes Expertly written and researched, the handbook marks the coming of age of Dialogic Education as an important and distinctive area of applied educational research. Featuring chapters from authors working in different educational contexts around the world, the handbook is of international relevance and provides an invaluable resource for researchers and students concerned with the study of educational dialogue and allied areas of socio-cultural research. It will interest students on PhD programmes in Education Faculties, Master's level courses in Education and postgraduate teacher-training courses. The accounts of results achieved by high-impact research projects around the world will also be very valuable for policy makers and practitioners.

In a boundary-crossing and globalizing world, the personal and social positions in self and identity become increasingly dense, heterogeneous and even conflicting. In this handbook scholars of different disciplines, nations and cultures (East and West) bring together their views and applications of dialogical self theory in such a way that deeper commonalities are brought to the surface. As a 'bridging theory', dialogical self theory reveals unexpected links between a broad variety of phenomena, such as self and identity problems in education and psychotherapy, multicultural identities, child-rearing practices, adult development, consumer behaviour, the use of the internet and the value of silence. Researchers and practitioners present different methods of investigation, both qualitative and quantitative, and also highlight applications of dialogical self theory.

This book presents a collection of interrelated essays that analyze the theoretical foundations of semiotic-cultural constructivism in psychology written by one of the pioneers in this field of research: Dr. Lívia Mathias Simão, senior professor at the Institute of Psychology of the University of São Paulo, Brazil. In each of the five essays included in this book, the author establishes a dialogue with key thinkers and intellectual traditions of dialogical approaches arriving at core points of I-other relationships according to the perspective of semiotic-cultural constructivism in psychology. The first essay establishes a dialogue with Greek philosophers such as Parmenides and Aristotle. In the second essay this dialogue is established with semiotic-constructivist psychologists such as Jaan Valsiner, Ragnar Rommetveit and Ivana Marková. The third essay is a dialogue with the contributions of Ernst Boesch’s symbolic action theory. The fourth essay proposes a dialogue between semiotic-cultural constructivists and Hans-Georg Gadamer’s hermeneutics. Finally, the fifth essay proposes how the philosophy of Emmanuel Levinas contributes to dialogical studies of I-other in the context of semiotic-cultural constructivism. Originally published in Portuguese for the Brazilian market, Dialogical Essays: From Difference to Sharing in I-Other Relationships is now published in English in an international edition that will be of interest to psychologists, philosophers, historians and other human and social scientists interested in epistemological, ontological and ethical aspects of I-other relationships from the perspective of semiotic-cultural constructivism and cultural psychology.

A Dynamic New Approach to Organizational Change Dialogic Organization Development is a compelling alternative to the classical action research approach to planned change. Organizations are seen as fluid, socially constructed realities that are continuously created through conversations and images. Leaders and consultants can help foster change by encouraging disruptions to taken-for-granted ways of thinking and acting and the use of generative images to stimulate new organizational conversations and narratives. This book offers the first comprehensive introduction to Dialogic Organization Development with chapters by a global team of leading scholar-practitioners addressing both theoretical foundations and specific practices.

This volume understands itself as an invitation to follow a fundamental shift in perspective, away from the self-contained ‘I’ of Western conventions, and towards a relational self, where development and change are contingent on otherness. In the framework of ‘Dialogical Self Theory’ (Hermans & Hermans-Konopka, 2010; Hermans & Gieser, 2012), it is precisely the forms of interaction and exchange with others and with the world that determine the course of the self’s development. The volume hence addresses dialogical processes in human interaction from a psychological perspective, bringing together previously separate theoretical traditions about the ‘self’ and about ‘dialogue’ within the innovative framework of Dialogical Self Theory. The book is devoted to developmental questions, and so broaches one of the more difficult and challenging topics for models of a pluralist self: the question of how the dynamics of multiplicity emerge and change over time. This question is explored by addressing ontogenetic questions, directed at the emergence of the dialogical self in early infancy, as well as microgenetic questions, addressed to later developmental dynamics in adulthood. Additionally, development and change in a range of culture-specific settings and practices is also examined, including the practices of mothering, of migration and cross-cultural assimilation, and of ‘doing psychotherapy’.