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ABSTRACT. This research is based on seven studies in the field of Education published by Norwegian educationalists between 2003 and 2013. The focus of this article is on studies where the methodology is based on or includes Bakhtinian concepts. Three questions are central to this study: (A) What specific areas of educational science these studies represent? (B) What Bakhtinian concepts are used as instruments for analyses? and (C) How should one classify the research studies where Bakhtinian and Vygotsky inspired approaches are used together within the same methodological framework? The studies were identified through systematic searching of the electronic database Bibsys/Oria. The studies include PhD dissertations, master theses (mastergrad/hovedfag), and studies reported in articles. Summarization of the studies is done in a form of a ‘narrative’ synthesis, a form of synthesis, in which there has to be an account of the summation of the research studies reviewed, and which might be described as a blended account of differences (Andrews 2005). The most popular Bakhtinian concepts that are used in the studies are: heteroglossia, dialogism, dialogue, and voice. pp. 110–121

Keywords: Bakhtin; education; dialogue; Norway; Vygotsky

doi:10.22381/KC5420178

MIKHAIL GRADOVSKI
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University of Stavanger

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