A Dangerous Benefit: Dialogue, Discourse, and Michel Foucault's Critique of Representation
Tóm tắt
Dialogue has been analyzed by educational theorists mainly from a perspective of representation. However, social theory on language has long questioned whether representation is the primary function of language. Thus, educational debates over the uses and abuses of dialogue entail a blind spot. What if dialogue works in ways that are not representational? What if dialogue is, rather, to be understood as both representation and discourse? In this article, the author argues that dialogue must be understood in both ways. As such, dialogue may be a representational benefit, but it is also a discursive danger.
Tài liệu tham khảo
Bakhtin, M. (1986). The problem of speech genres. In C. Emerson & M. Holquist (Eds.), Speech genres & other late essays, (V.W. McGee, Trans., pp. 60–102). Austin: University of Texas Press.
Burbules, N. (1993). Dialogue in teaching: Theory and practice. New York: Teachers College Press.
Burbules, N. & Rice, S. (1991). Dialogue across differences: Continuing the conversation. Harvard Educational Review, 61, 393–416.
Burbules, N. & Rice, S. (1993). Can we be heard? Burbules and Rice reply to Leach. In K. Geismar & G. Nicoleau (Eds.), Teaching for change: Addressing issues of difference in the college classroom (pp. 34–42). Cambridge, MA: Harvard Educational Review, Reprint Series 25.
Ellsworth, E. (1989). Why doesn't this feel empowering? Working through the repressive myths of critical pedagogy. Harvard Educational Review, 59, 297–324.
Ellsworth, E. (1997). Teaching positions. New York: Teachers College Press.
Eribon, D. (1991). Michel Foucault (B. Wing, Trans.). Cambridge, MA: Harvard University Press.
Fairclough, N. (1992). Discourse and social change. Oxford: Polity Press.
Fairclough, N. (1996). Language and Power. New York: Addison-Wesley.
Foucault, M. (1970). The order of things. New York: Vintage Books.
Foucault, M. (1972a). The archeology of knowledge. In The archeology of knowledge & the discourse on language (pp. 3–211). New York: Pantheon Books.
Foucault, M. (1972b). The discourse on language. In The archaeology of knowledge & the discourse on language (pp. 215–237). New York: Pantheon Books.
Foucault, M. (1980). The history of sexuality (Vol. 1, R. Hurley, Trans.). New York: Vintage/Random House.
Foucault, M. (1984). Nietzsche, genealogy, history. In P. Rabinow (Ed.), The Foucault reader (pp. 76–100). New York: Pantheon Books.
Foucault, M. (1994). The Ethics of the concern for self as a practice of freedom. In P. Rabinow (Ed.), Ethics, subjectivity and truth, Essential works of Foucault 1954–1984, Volume I (pp. 281–301). New York: The New Press.
Foucault, M. (1994). On the genealogy of ethics. In: P. Rabinow (Ed.), Ethics, subjectivity and truth, Essential works of Foucault 1954–1984, Volume I (pp. 253–280). New York: The New Press.
Gadamer, H. (1986). On the scope and function of hermeneutical reflection. In B.R. Wachterhauser (Ed.), Hermeneutics and modern philosophy I (pp. 277–299). New York: Albany Press.
Habermas, J. (1972). Knowledge and human interests (J.J. Shapiro, Trans.). London: Heinemann.
Habermas, J. (1986). A review of Gadamer's truth and method. In B.R. Wachterhauser (Ed.), Hermeneutics and modern philosophy (pp. 243–276). New York: State University of New York Press.
James, W. (1948). Essays in pragmatism. New York: Hafner Publishing Co.
Jones, A. (1999). The limits of cross-cultural dialogue: Pedagogy, desire, and absolution in the classroom. Educational Theory, 49, 299–316.
Nietzsche, F. (1967). On the genealogy of morals and Ecce Homo (W. Kaufman, Trans.). New York: Random House.
Ollsen, M. (1999). Michel Foucault: Materialism and education. Westport, CT: Bergin & Garvey.
Stewart, J. (1995). Language as articulate contact: Toward a post-semiotic philosophy of communication. Albany, NT: State University of New York Press.