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USA  \nMark Smith  \nUniversity of Delaware, USA  \nElizabeth Soslau  \nUniversity of Delaware, USA  \nKatherine von Duyke  \nNewmann University, USA  \nAna Marjanovic-Shane  \nChestnut Hill College, USA  \nAbstract  \nIn this paper, we extend Bakhtin's ethical philosophical ideas to education and introduce a dialogic authorial agency espoused approach. We then consider this approach in opposition to the mainstream technological espoused approach, while focusing our contrasting analysis on student’s authorial agency and critical dialogue. We argue that the technological approach assumes that the \"skills\" or \"knowledge\" are garnered in pursuit of preset curricular endpoints (i.e., curricular standards). Since the goals of the technological approach are divorced from the students’personal goals, values, and interests, they are incompatible and irreconcilable with what we idealize as the true goal of education, education for agency.  \nThe authorial agency approach to education (Dialogic Education For and From Authorial Agency) emphasizes the unpredictable, improvisational, eventful, dialogic, personal, relational, transcending, and ontological nature of education. The authorial agency of the student and of the teacher are valued and recognized by all participants as the primary goal of education – supported by the school system and broader society. The approach defines education as a learner’s leisurely pursuit of critical examination of the self, the life, and the world in critical dialogue. The purpose of authorial agency pedagogy is to facilitate this process by promoting students’ agency and unique critical voices in socially desired practices – critical voices, recognized by the students themselves and others relevant to the particular practice(s). Ultimately, in the authorial education for and from authorial agency, students are led into investigating and testing their ideas and desires, assuming new responsibilities and developing new questions and concerns.  \nFinally, we describe and analyze the first author’s partially successful and partially failing attempt to enact adialogic authorial approach. It will allow the reader to both visualize and problematize a dialogic authorial approach. We will consider a case with a rich “e-paper trail” written by 11 undergraduate, pre-service teacher education students (mostly sophomores), and the instructor (Peter, the first author, pseudonym) in a course on cultural diversity.  \nDialogic Pedagogy: An International Online Journal | [http://dpj.pitt.edu](http://dpj.pitt.edu)  \n[DOI: 10.5195/dpj.2016.172 | Vol. 4](DOI: 10.5195/dpj.2016.172 | Vol. 4) (2016)  \nA162  \nDialogic Education for and from Authorial Agency  \nEugene Matusov, Mark Smith, Elizabeth Soslau, Ana Marjanovic-Shane, Katherine von Duyke  \nThe case focuses on the university students (future teachers) and their professor discussing several occasions that involved interactions between Peter and one minority child in an afterschool center. Our research questions in this empirical study were aimed at determining the successes, challenges, and failures of the dialogic authorial pedagogical approach and conditions for them.  \nEugene Matusov is a Professor of Education at the University of Delaware. He studied developmental psychology with Soviet researchers working in the Vygotskian paradigm and worked as a schoolteacher before immigrating to the United States. He uses sociocultural and Bakhtinian dialogic approaches to education. His recent books are: Matusov, E. & Brobst, J. (2013) . Radical experiment in dialogic pedagogy in higher education and its Centauric failure: Chronotopic analysis and Matusov, E. (2009) . Journey into dialogic pedagogy  \nMark P. Smith , Ph. D. is a researcher interested in the role of dialogue in fostering student agency and the relevance of the educational environment for life. He has also wo","cbCaictrzcVliDFq","https://ap.wps.com/l/cbCaictrzcVliDFq","pdf",529131,36,"English","# Abstract\n## Dialogic Education for and from Authorial Agency\n## Contrasting with Technological Approach\n## Case Study and Research Focus","[{\"question\":\"What does the paper propose regarding dialogic education?\",\"answer\":\"It extends Bakhtin’s ethical ideas to education and introduces a dialogic authorial agency approach focused on unpredictable, improvisational, relational learning.\"},{\"question\":\"How is the dialogic authorial agency approach different from the technological approach?\",\"answer\":\"The technological approach assumes skills and knowledge are acquired toward preset curricular endpoints, while the dialogic approach grounds education in students’ personal goals, values, and interests.\"},{\"question\":\"What is analyzed in the case study described in the paper?\",\"answer\":\"The authors analyze a partially successful and partially failing attempt to enact a dialogic authorial approach using an e-paper trail from 11 undergraduate pre-service teachers and the instructor in a cultural diversity course.\"}]","Dialogic Education For and From Authorial Agency | PDF",1792091357,91]