9 found
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  1.  26
    Applying Bakhtin Scholarship on Discourse in Education: A Critical Review Essay.Eugene Matusov - 2007 - Educational Theory 57 (2):215-237.
    Recently, Bakhtinian philologists have charged scholars of education with misapplying Bakhtin’s scholarship in their field. In this critical essay, Eugene Matusov reviews two recent edited collections relevant to this issue: Arnetha F. Ball and Sarah Warshauer Freedman’s Bakhtinian Perspectives on Language, Literacy, and Learning and Bonny Norton and Kelleen Toohey’s Critical Pedagogies and Language Learning. He uses these texts to consider whether Bakhtin has been misapplied in education, how and whether Bakhtin’s literary scholarship can be useful for education, and how (...)
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  2.  11
    Four Ages of Our Relationship with the Reality: An Educationalist Perspective.Eugene Matusov - 2015 - Educational Philosophy and Theory 47 (1):61-83.
    In this article, I try to make sense conventional notions of ‘premodernism’, ‘modernism’ and ‘postmodernism’ as ways of relating to reality, and apply them to education. I argue for the additional notion of ‘neo-premodernism’ to make sense of recent attempts to engineer social reality. Each of these four approaches coexists and constitutes the four ages: the age of prayer, the age of reason, the age of social engineering and the age of responsibility. I try to trace these ages in modern (...)
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  3.  6
    An Ecological Model of Inter-Institutional Sustainability of an After-School Program: The La Red Mágica Community-University Partnership in Delaware.Eugene Matusov & Mark Philip Smith - 2011 - Outlines. Critical Practice Studies 13 (1):19-45.
    The purpose of the paper is to introduce a recursive model of ecological discursive sustainability, as it applies to and emerges from the history of an after-school program partnership between the School of Education at the University of Delaware, USA and the Latin American Community Center in Wilmington, Delaware, USA. This model is characterized by the development of shared ownership and collaboration between the institutional partners, the co-evolution and crossfertilization of the partners’ practices and the negotiation of institutional boundaries and (...)
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  4.  9
    Community of Learners: Ontological and Non-Ontological Projects.Eugene Matusov, Katherine von Dyuke & Sohyun Han - 2013 - Outlines. Critical Practice Studies 14 (1):41 - 72.
    Our analysis reveals two major types of "Community of Learners" (COL) projects: instrumental and ontological. In instrumental COL, the notion of community is separated from instruction in order to reach some preset endpoints: curricular or otherwise. We notice three main instrumental COL models: relational, instructional, and engagement. Ontological COL redefines learning as an ill-defined, distributed, social, multi-faceted, poly-goal, agency-based, and situated process that integrates all educational aspects. We will consider two ontological COL projects into: narrowly dialogic and polyphonic.
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  5.  7
    Learning as a Communal Process and as a Byproduct of Social Activism.Eugene Matusov, John St Julien, Pilar Lacasa & Maria Alburquerque Candela - 2007 - Outlines. Critical Practice Studies 9 (1):21-37.
    The purpose of this paper is to draw out the consequences of the communal character of learning approach promoted by a sociocultural framework. This approach has both descriptive-analytical and prescriptive-guiding power: it helps to analyze existing practices be they traditional, exclusive, or innovative but, what is, probably, even more important, it also helps to guide practitioners in the design of more inclusive educational practices. In the first part of the paper, we will provide a framework for analyzing the case of (...)
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  6.  6
    Questioning Assumptions About Culture and Individuals.Barbara Rogoff, Pablo Chavajay & Eugene Matusov - 1993 - Behavioral and Brain Sciences 16 (3):533-534.
  7.  3
    Ethic Authorial Dialogism as a Candidate for Post-Postmodernism.Eugene Matusov - 2018 - Educational Philosophy and Theory 50 (14):1467-1468.
  8.  20
    Whose Development? Salvaging the Concept of Development Within a Sociocultural Approach to Education.Eugene Matusov, Renée DePalma & Stephanie Drye - 2007 - Educational Theory 57 (4):403-421.
  9. Dialogism and Agency in Education.Eugene Matusov, Mark P. Smith, Elizabeth Soslau, Ana Marjanovic-Shane & Katherine von Duyke - forthcoming - Educational Theory.
     
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