Dialogic Analysis of a Lesson on the Educational Controversies of Religious Holidays in a Dialogic Multi-regime College Classroom

Abstract

In this chapter, I continue developing the concept of “dialogic analysis” in social sciences aimed at studying authorial subjectivity rather than studying objective subjectivity as the positivist analysis does. Based on Bakhtin’s insights about the necessity to account voices in social sciences, a case is made for dialogic analysis of dialogic pedagogy, in which researchers’ mind and heart involved in producing authorial judgments about observed, experienced, and interviewed educational practice of dialogic pedagogy. I applied dialogic analysis for a turning event of my own teaching to analyze why it felt “turning” for its participants. The issue of the teacher’s prioritization of students’ themes emerging in classroom dialogue is discussed.