Bakhtinian Perspectives on Language, Literacy, and Learning: (Learning in Doing: Social, Cognitive and Computational Perspectives)

This 2004 book represents a multidisciplinary collaboration that highlights the significance of Mikhail Bakhtin's theories to modern scholarship in the field of language and literacy. Book chapters examine such important questions as: What resources do students bring from their home/community environments that help them become literate in school? What knowledge do teachers need in order to meet the literacy needs of varied students? How can teacher educators and professional development programs better understand teachers' needs and help them to become better prepared to teach diverse literacy learners? What challenges lie ahead for literacy learners in the coming century? Chapters are contributed by scholars who write from varied disciplinary perspectives. In addition, other scholarly voices enter into a Bakhtinian dialogue with these scholars about their ideas. These 'other voices' help our readers push the boundaries of current thinking on Bakhtinian theory and make this book a model of heteroglossia and dialogic intertexuality.

Table of Contents:
Part I. Ideologies in Dialogue: Theoretical Considerations: 1. Ideological becoming: Bahktinian concepts to guide the study of language, literacy and learning Sarah Warshauer Freedman and Arnetha F. Ball; 2. Dewey and Bakhtin in dialogue: from Rosenblatt to a pedagogy of literature as a social, aesthetic practice Mark Dressman; 3. Intertextualities: Volosinov, Bakhtin, literacy theory, and literacy studies Charles Bazerman; 4. Voices in the dialogue: the teaching of academic language to minority second-language learners Guadalupe Valdes; Voices in dialogue - dialoguing about dialogism: form and content in a Bahktinian dialogue Allison Weiss Brettschneider; Part II. Voiced, Double Voiced, and Multi-voiced Discourses in our Schools: 5. Performance as the foundation for a secondary school of literacy program: a Bakhtinian perspective Eileen Landay; 6. Double voiced discourse: African American vernacular English as resource in cultural modeling classrooms Carol D. Lee; 7. Narratives of rethinking: the inner dialogue of classroom discourse and student writing Christian Knoeller; 8. Authoring pedagogical change in secondary subject-area classrooms: ever newer ways of meaning Cynthia Greenleaf and Mira-Lisa Katz; Voices in dialogue: multi-voiced discourses in ideological becoming Verda Delp; Part III. Heteroglossia in a Changing World: 9. New teachers for new times: the dialogical principle in teaching and learning electronically Jabari Mahiri; 10. Is contradiction contrary? Melanie Sperling; 11. A Bakhtinian perspective on learning to read and write late in life Judy Kalman; 12. New times and new literacies: themes for a changing world; Voices in dialogue: hybridity as literacy, literacy as hybridity; dialogic responses to a heteroglossic world James Paul Gee; Voices in dialogue: hybridity as literacy, literacy as hybridity: dialogic responses to a heteroglossic world Alice A. Milano; Part IV. A Closing Thought on Bakhtinian Perspectives: 13. The process of ideological becoming Gary Saul Morson; Author index; Subject index.

About the Author :
Arnetha F. Ball is Associate Professor of Education at Stanford University. Her research interests focus on the oral and written literacies of culturally and linguistically diverse populations in the United States and South Africa. She has served on many boards and committees in her field and has published widely, with numerous book chapters and articles in journals that include Linguistics and Education, Applied Behavioral Science Review, Language Variation and Change, and Written Communication. Sarah Warshauer Freedman is Professor of Education at the University of California, Berkeley and was Director of the National Center for the Study of Writing and Literacy from 1985-1996. She is the author of Exchanging Writing, Exchanging Cultures: Lessons in School Reform from the United States and Great Britain [Harvard University Press], Response to Student Writing [National Council of Teachers of English] and the editor of The Acquisition of Written Language [Ablex]