The Dialogical Self Theory in Education: A Multicultural Perspective (Cultural Psychology of Education)


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This edited volume of “The Dialogical Self Theory in Education: A Multicultural Perspective (Cultural Psychology of Education)” offers cross-cultural and cross-country applications of Dialogical Self Theory within the field of education. It combines the work of internationally recognized authors to demonstrate how theoretical and practical innovations emerge at the highly fertile interface of internal and external dialogues. The Theory; developed by Hubert Hermans and his colleagues in the past twenty five years; responds fruitfully to the issue of educational experts hitherto working in splendid isolation and does so by combining 2 aspects of Dialogical Self Theory: the dialogue among individuals as well as dialogical processes within individuals; in this context students and teachers.

It is the first book in which Dialogical Self Theory is applied to the field of education. In 13 chapters; authors from different cultures and continents produce theoretical considerations and a wide variety of practical procedures showing that this interface is an ideal ground for the production of new theoretical; methodological; and practical approaches that enrich the work of educational researchers and specialists. Practitioners; academics; and postgraduate students in the field of education; particularly those who are interested in the innovative and community-enhancing potentials of dialogue; will find this ebook valuable and informative.  Ultimately the work presented here is intended to inspire more self-reflection and creative ways to engage in new conversations that can respond to real-world issues and in which education can play a more vital role.

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Springer; 1st 2018 edition (October 24; 2017)











Table of contents

Table of contents :
Front Matter ….Pages i-xii
Dialogical Self Theory in Education: An Introduction (Frans Meijers, Hubert Hermans)….Pages 1-17
Being, Doing, and Becoming: Fostering Possibilities for Agentive Dialogue (Jennifer Clifton, Bob Fecho)….Pages 19-33
Dialogue, Inquiry, Changing Roles, and the Dialogical Self (Trevor Thomas Stewart)….Pages 35-47
Engaging Children in Dialogic Classroom Talk: Does It Contribute to a Dialogical Self? (Chiel van der Veen, Marjolein Dobber, Bert van Oers)….Pages 49-63
The Experience of the Other and the Premise of the Care for Self. Intercultural Education as Umwendung (Barbara Schellhammer)….Pages 65-79
Writing the Self for Reconciliation and Global Citizenship: The Inner Dialogue and Creative Voices for Cultural Healing (Reinekke Lengelle, Charity Jardine, Charlene Bonnar)….Pages 81-96
Dialogue for Bridging Student Teachers’ Personal and Professional Identity (Äli Leijen, Katrin Kullasepp, Aivi Toompalu)….Pages 97-110
Teacher Identity as a Dialogical Construction (Rudy Vandamme)….Pages 111-127
Afrikaner and Coloured School-Going Adolescents Negotiating Ethnic Identities in a Post-Colonial South African Educational Context: A Dialogical Self Interpretation (Charl Alberts)….Pages 129-142
Dialogical Selves and Intersectional Masculinities: Image-and-Interview Research with South African Adolescents (David Blackbeard)….Pages 143-156
Dialogical Self and Struggling Reader Identity (Dawan Coombs)….Pages 157-171
Use of My Career Chapter to Engage Students in Reflexive Dialogue (Michael Healy, Peter McIlveen, Sara Hammer)….Pages 173-187
A Dialogical Approach for Learning Communities Between Positioning and Reformulation (Susanna Annese, Marta Traetta)….Pages 189-209
Back Matter ….Pages 91-95

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