Pattern-recognition, intersubjectivity, and dialogic meaning-making in education
From a conventional monological view, meaning-making is located in a particular statement. In conventional schools, students are positioned to be enactors of ready-made knowledge and skills on teacher’s demand based on their pattern-recognition and production, rather than to be authors of their own...
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| Format: | Article |
| Language: | English |
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University Library System, University of Pittsburgh
2020-01-01
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| Series: | Dialogic Pedagogy |
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| Online Access: | http://dpj.pitt.edu/ojs/index.php/dpj1/article/view/314 |