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This study considers the teaching of historical and territorial issues between Japan and China for the current Japanese social studies curriculum. For research purposes, a lesson plan was designed and facilitated in Japanese elementary and junior high schools. This lesson addressed ongoing tensions between Japan and China over the sovereignty of the Diaoyu (China)/Senkaku (Japan) islands. Pre-tests and post-tests were administered, and results were analyzed through the lenses of border pedagogy and place-based pedagogies. Students' transformative understandings of their roles as global citizens and students' attitudes toward problem solving were considered.

This study considers the teaching of historical and territorial issues between Japan and China for the current Japanese social studies curriculum. For research purposes, a lesson plan was designed and facilitated in Japanese elementary and junior high schools. This lesson addressed ongoing tensions between Japan and China over the sovereignty of the Diaoyu (China)/Senkaku (Japan) islands. Pre-tests and post-tests were administered, and results were analyzed through the lenses of border pedagogy and place-based pedagogies. Students' transformative understandings of their roles as global citizens and students' attitudes toward problem solving were considered.

Julia Kristeva’s concept of Intertextuality signifies the relations of texts through their references of ideas, wording and ideological resonances. This paper investigates the intertextual dimensions of Narayan Surve’s poem Karl Marx, presenting how it integrates ideological, historical, cultural, and literary elements within the idea of class struggle. Through Mikhail Bakhtin’s dialogism theory and Marxist literary criticism, the study highlights how the poet Surve builds dialogue between past and present, representing the Marxist ideas in contemporary labour movements. The localisation of Karl Marx through oral traditions and cultural references shows how intertextuality functions as a vehicle for ideological and political solidarity. The poet Narayan Surve’s depiction of Marx as an active presence breaks the linearity of historical texts, representing class consciousness through poetic expression. Additionally, the poem’s reference to Goethe further embroils the relationship between art and revolution, signifying the role of literature in designing proletarian agency. By analysing these intertextual strategies, this paper argues that the poem Karl Marx exemplifies how poetry can be a medium for ideological resistance, linking historical materialism with lived experience.

This paper discusses the move from learning theories from the industrial society to learning theories from and for dialogic societies. While in the past intrapsychological elements, such as mental schemata of prior knowledge, were the key to explain learning, today's theories point to interaction and dialogue as the main means for achieving deep understandings of the curriculum. Concepts arising from psychology and sociology are essential to understand this new conceptualization of learning: dialogic learning, which implies a historico-cultural analysis of mind and the concept of communicative action. This dialogic turn in the explanation of learning has also found its manifestation in classrooms. The Interactive Groups is one learning environment grounded in the theory of dialogic learning which leads to improved academic achievement and coexistence. The article points out some of the dialogic elements of Interactive Groups which explain those results, illustrating how the dialogic construction of knowledge can be favored in classrooms worldwide.

The case study describes the application of Bakhtin's theories of dialogism to the language learning of one child. The author traces the development of her son's language development from age 2 and 9 months through the age of 5 and 6 months. The findings focus on the ways in which the preschooler appropriated language from books, his parent's stories, and the media to use in his own play and storytelling. As his language skills developed, he relied less on memorizing texts he had heard and began to combine information from multiple sources. With age and increased exposure to a wide variety of materials, the preschooler became more aware of genre and adapted his talk to an audience for his own purposes. The findings demonstrate how a child was involved in using others' words and in transforming them to apply to new settings such as his play and his own stories. Further, the child's use of speech genres provides examples of the ways in which context played a role in shaping a child's language development. (Contains 3 tables.)

Dialogism is a philosophical theory centered on the idea that life involves a dialogue among multiple voices in a continuous exchange and interaction. Considering human language, different ideas or points of view take the form of voices, which spread throughout any discourse and influence it. From a computational point of view, voices can be operationalized as semantic chains that contain related words. This study introduces and evaluates a novel method of identifying semantic chains using BERT, a state-of-the-art language model for computational linguistics. The resulting model generalizes to multiple relations including repetitions, semantically related concepts from WordNet (i.e., synonyms, hypernyms, hyponyms, and siblings), as well as pronominal resolutions. By combining the attention scores between words, word pairs are merged into connected components that denote emerging voices from the discourse. The introduced visualization argues for a more dense capturing of inner semantic links between words and even compound words in contrast to classical methods of building lexical chains. [This paper was published in: "AIED 2021," edited by I. Roll et al., Springer Nature Switzerland AG, 2021, pp. 296-301.]

The Supreme Court opinion's absolute authority and guaranteed admission to the legal canon make it a rhetorically unique genre, but nevertheless one that is illuminated through close analysis. On June 30, 1986, the United States Supreme Court announced its decision in Bowers v. Hardwick, expressing a judgment that the Federal Constitution does not confer "a fundamental right upon homosexuals to engage in sodomy." Written by Justice Byron White, the "Bowers" majority opinion has been one of the most widely attacked opinions in Supreme Court history, primarily because of its selective attribution of constitutional rights, and secondarily because of its open privileging of perceived moral attitudes. To illustrate the connection between language and ideology in Bowers v. Hardwick, this paper focuses on ways in which not only the meaning, but also the voice of the opinion, privileges an attitude of intolerance toward diversity. Mikhail Bakhtin's concept of hybrid constructions provides an avenue to analysis, as the opinion appears to include the case's opposing voices. However, the voice of Michael Hardwick, who initiated the case after being arrested for sodomy, is misconstrued consistently in ways that portray him as perverse, self-serving, and completely ignorant of the law. The monologic nature of the opinion suggests that it was Hardwick's homosexuality, not his case, that was considered. (Author/RS)

The use of technology as a facilitator in learning environments has become increasingly prevalent with the global pandemic caused by COVID-19. As such, computer-supported collaborative learning (CSCL) gains a wider adoption in contrast to traditional learning methods. At the same time, the need for automated tools capable of assessing and stimulating collaboration between participants has become more stringent, as human monitoring of the increasing volume of conversations becomes overwhelming. This paper introduces a method grounded in dialogism for evaluating students' involvement in chat conversations based on semantic chains computed using language models. These semantic chains reflect emergent voices from dialogism that span and interact throughout the conversation. Our integrated method uses contextual information captured by BERT transformer models to identify links in a chain that connects semantically related concepts from a voice uttered by one or more participants. Two types of visualizations were generated to depict the longitudinal propagation and the transversal inter-animation of voices within the conversation. In addition, a list of handcrafted features derived from the constructed chains and computed for each participant is introduced. Several machine learning algorithms were tested using these features to evaluate the extent to which semantic chains are predictive of student involvement in chat conversations. [This paper was published in: "Ludic, Co-design and Tools Supporting Smart Learning Ecosystems and Smart Education, Proceedings of the 6th International Conference on Smart Learning Ecosystems and Regional Development," edited by Ó. Mealha et al., Springer Nature Singapore Pte Ltd., 2022, pp. 67-78.]

Foreign Language education will play an important role in the broadening and globalization of higher education for the 21st century. Where else will educators find the tools to "dialog" with--to engage--the "other" as part of the enriching process that accompanies cultural exchange, cultural broadening? This paper sheds light on these issues, and offers insights into the future of foreign language education. It is suggested that the new approach to foreign language education in the next century will rely heavily on postmodernism. Contains 18 references. (CNP)

The computer and the World Wide Web must be recognized for the new and different slant that they can offer to the assignments in writing classes, including as a method of embodiment for M. Bakhtin's concept of dialogism. While students encounter articles and approaches to controversial issues, many will not attempt to understand or embrace the various opinions present on issues. This may be caused by the topic/stance format of traditional essays and research papers. To shift the focus away from the individualism and stunted knowledge making of such essays, the professor sought to engage students in the conversations surrounding their topics and to show students how they were responders and participants in a larger conversation. Creation of an annotated bibliography Web page allowed students to find sources for their research papers. Students' critiques of the sources forced them to judge the Web sites and printed sources and to compare and contrast them. The form of the assignment was interactive, and students were able to visually see the topic conversations develop as Web sites were created and explored. (EF)

The computer and the World Wide Web must be recognized for the new and different slant that they can offer to the assignments in writing classes, including as a method of embodiment for M. Bakhtin's concept of dialogism. While students encounter articles and approaches to controversial issues, many will not attempt to understand or embrace the various opinions present on issues. This may be caused by the topic/stance format of traditional essays and research papers. To shift the focus away from the individualism and stunted knowledge making of such essays, the professor sought to engage students in the conversations surrounding their topics and to show students how they were responders and participants in a larger conversation. Creation of an annotated bibliography Web page allowed students to find sources for their research papers. Students' critiques of the sources forced them to judge the Web sites and printed sources and to compare and contrast them. The form of the assignment was interactive, and students were able to visually see the topic conversations develop as Web sites were created and explored. (EF)

The computer and the World Wide Web must be recognized for the new and different slant that they can offer to the assignments in writing classes, including as a method of embodiment for M. Bakhtin's concept of dialogism. While students encounter articles and approaches to controversial issues, many will not attempt to understand or embrace the various opinions present on issues. This may be caused by the topic/stance format of traditional essays and research papers. To shift the focus away from the individualism and stunted knowledge making of such essays, the professor sought to engage students in the conversations surrounding their topics and to show students how they were responders and participants in a larger conversation. Creation of an annotated bibliography Web page allowed students to find sources for their research papers. Students' critiques of the sources forced them to judge the Web sites and printed sources and to compare and contrast them. The form of the assignment was interactive, and students were able to visually see the topic conversations develop as Web sites were created and explored. (EF)

The computer and the World Wide Web must be recognized for the new and different slant that they can offer to the assignments in writing classes, including as a method of embodiment for M. Bakhtin's concept of dialogism. While students encounter articles and approaches to controversial issues, many will not attempt to understand or embrace the various opinions present on issues. This may be caused by the topic/stance format of traditional essays and research papers. To shift the focus away from the individualism and stunted knowledge making of such essays, the professor sought to engage students in the conversations surrounding their topics and to show students how they were responders and participants in a larger conversation. Creation of an annotated bibliography Web page allowed students to find sources for their research papers. Students' critiques of the sources forced them to judge the Web sites and printed sources and to compare and contrast them. The form of the assignment was interactive, and students were able to visually see the topic conversations develop as Web sites were created and explored. (EF)

Artykuł w: Annales Universitatis Mariae Curie-Skłodowska. Sectio FF, Philologiae Vol. 38, 1 (2020), strony 171-185 ; Tytuł równoległy: Dialogiczność Bachtina, teorie intertekstualne i literatura neowiktoriańska ; Streszczenia w językach angielskim, polskim.

Mikhail Bakhtin's dialogism in a novel promises the creation of a domain of interactive context for different voices which results in a polyphonic discourse. Instead of trying to suppress each other, the voices of the novel interact upon the other voices in a way that none of them tries to silent the other ones, and each one has the opportunity to express itself. In Virginia Woolf's "To the Lighthouse", although some voices attempt to be more dominant, all are allowed to be heard and interact with the other ones. In this way Mrs. Ramsay acts like a link that helps to create a dialogic discourse by respecting the voices of all the other participants. Consequently a carnivalesque narrative discourse is established through which the voices that yield to be dominant, which is mainly Mr. Ramsay's voice, could not be established as a hierarchical position and even it loses its authoritative position as the other characters attend the dialogue in the context of the novel. The present article will take it to track the policies of dialogism and carnival in Woolf's novel and to search the production of meaning via the emergence and development of these policies. The activity in it of dialogism is the cause of unfinalizability which is the vital feature of dialogism that allows the permanent operation of dialogue upon the course of time and prevents the establishment of hierarchical positions of power. The article will also take to extrapolate the different phases in the creation of this sense of dialogism in the novel and especially highlighting the role of Mrs. Ramsay in the fabrication of such a sense.

Slavery, an enduring institution devoid of remuneration, has played a foundational role in numerous societies. Literary works explore the changing roles and portrayals of slaves in Great Britain's post-emancipation era in 1833. Within Jean Rhys' seminal work, "Wide Sargasso Sea," a captivating narrative emerges, spotlighting a female slave character whose mistress forms a profound, almost maternal, attachment. This study embarks on an exploration of this intricate mistress-slave dynamic, particularly focusing on the slave's portrayal in a maternal capacity. It delves into the question of whether a slave could embody the utmost empathy towards the extended familial network of her mistress. Framing this investigation is Mikhail Mikhailovich Bakhtin's theory of dialogism, asserting that interaction is shaped by discourse and that each dialogue carries profound significance. The poignant instance of the slave providing solace as Antoinette's mother falters exemplifies this theory. The findings substantiate the hypothesis that the language employed in reciprocal communication profoundly impacts the tenor of the relationship. This study thus sheds light on the profound interplay between language, empathy, and power dynamics within the mistress-slave relationship.