Reflections on a dialogic pedagogy inspired by the writings of Bakhtin

Oct 15, 2026

Uploaded by dhado

The practice of a dialogic pedagogy inspired by Bakhtin is increasingly used across the world, and this article records two professors’ collaborative experience within that approach. Writing in the spirit of dialogic pedagogy, the authors analyze classroom interaction data from a course on “Diversity in secondary education” and offer reflections on which interaction forms support or hinder a truly Bakhtinian dialogic pedagogy.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages24

Reading Time1 h 0 min

AccessFree to download

Abstract

Dialogic pedagogy inspired by Bakhtin

Classroom interaction and reflections

ISSN: 2325-3290 (online) Reflections on a dialogic pedagogy inspired by the writings of Bakhtin: an account of the experience of two professors working together in the classroom Anselmo Lima Universidade Tecnológica Federal do Paraná, Brazil Katherine von Duyke University of Delaware, USA Abstract The practice of a dialogic pedagogy inspired by the writings of Bakhtin is increasingly popular in different parts of the world. This article is an account produced in the spirit of such pedagogy. Two professors (one from Brazil, the other from the United States), both members of an international dialogic pedagogy study group, write together to discuss the work they developed in partnership under this educational paradigm when teaching a course on “Diversity in secondary education” in the School of Education of the College of Education and Human Development of the University of Delaware, USA. After presenting brief introductory information on who they are, how they met and how they happened to work together, the two scholars present classroom interaction data followed by reflections on to what extent certain forms of classroom interaction they identified in the data promote or inhibit the practice of a truly Bakhtinian Dialogic Pedagogy. In other words, what the readers will find in this article is not a traditional empirical study, but a telling case of two educators learning from one another about what counts as dialogic in the classroom, while at the same time using the aforementioned course as an anchor for multiple discussions. Anselmo Lima is a tenured Professor of Educational Linguistics at Universidade Tecnológica Federal do Paraná UTFPR (Federal University of Technology of Parana State, Brazil) . PhD in Applied Linguistics and Language Studies from Pontifícia Universidade Católica de São Paulo – PUC-SP (Pontifical Catholic University of Sao Paulo, Brazil); PhD internship in Occupational Psychology at Conservatoire National des Arts et Métiers de Paris – CNAM (National Conservatory of Arts and Trades of Paris, France) and Post-Doc in the College of Education and Human Development of the University of Delaware, USA. He is the author of “Teacher Education & Teacher Health”: [www.formacaoesaudedoprofessor.com](www.formacaoesaudedoprofessor.com) Katherine von Duyke received her Ph. D. in Sociocultural and Communal Approaches to Education from the University of Delaware under the guidance of Dr. Eugene Matusov in 2013. Her research has focused on innovative educational practices: she has critiqued open democratic schools, analyzed the way student agency is conceptualized in education, and evaluated educational discourses for their ability to connect with student thinking. Deeply influenced by the works of L.S. Vygotsky, and M. Bakhtin she argues that education has traditionally focused on cultural transference, or an ideal of what culture should be. Instead, she suggests education can support students’meaning making participation in and reflective and creative reinterpretation of culture. Dialogic Pedagogy: An International Online Journal | [http://dpj.pitt.edu](http://dpj.pitt.edu) [DOI: 10.5195/dpj](DOI: 10.5195/dpj).2016.159 | Vol. 4 (2016) A98 Reflections on a dialogic pedagogy inspired by the writings of Bakhtin Anselmo Lima, Katherine von Duyke Acknowledgements: Special thanks to CNPq, CAPES and FULBRIGHT, for their research funding; to Vera Franco, Eugene Matusov, Ana Marjanovic-Shane, Samanta Lopez, Lei Chen, Lakshimi Bandlamudi, Lara Beaty, Eduardo Viana, Beth Brait, Yves Clot, for their support; to our two managing editors Diana J. Arya and Azwihangwisi Edward Muthivhi as well as to our reviewers, for their help with revisions. 􀀡􀀡􀀢 1. First reflections on dialogic pedagogy Anselmo Lima: I came to the United States of America interested, among other things, in finding out more about the practice of a dialogic pedagogy inspired by the writings of Bakhtin. My main interest was in the

FAQs

What is the article’s main purpose?

It presents two educators’ collaborative account of dialogic pedagogy inspired by Bakhtin, focusing on what counts as dialogic in classroom interaction.

How do the authors use course teaching in their account?

They use a course on “Diversity in secondary education” as an anchor for discussions and to frame their analysis of interaction data.

What does the article analyze in the classroom data?

It examines the extent to which specific forms of classroom interaction they identify either promote or inhibit a truly Bakhtinian dialogic pedagogy.

Oct 15, 2026

Uploaded by dhado