NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ799361
Record Type: Journal
Publication Date: 2008-Jun
Pages: 15
Abstractor: As Provided
ISSN: ISSN-0141-1926
Dialogic or Dialectic? The Significance of Ontological Assumptions in Research on Educational Dialogue
Wegerif, Rupert
British Educational Research Journal, v34 n3 p347-361 Jun 2008
This article explores the relationship between ontological assumptions and studies of educational dialogue through a focus on Bakhtin's "dialogic". The term dialogic is frequently appropriated to a modernist framework of assumptions, in particular the neo-Vygotskian or sociocultural tradition. However, Vygotsky's theory of education is dialectic, not dialogic. From a dialogic perspective the difference between voices in dialogue is constitutive of meaning in such a way that it makes no sense to imagine "overcoming" this difference. By contrast, due to the implicit assumption that meaning is ultimately grounded on identity rather than upon difference, the dialectic perspective applied by Vygotsky interprets differences as "contradictions" that need to be overcome or transcended. A case study of research on exploratory talk is used to illustrate the potential for a fruitful relationship between "high level" theory and research that is relevant to classroom practice. (Contains 2 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A