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1
Flecha, Ramon. Sharing words: Theory and practice of dialogic learning. Lanham, Md: Rowman & Littlefield, 2000.
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Flecha, Ramón. Sharing words: Theory and practice of dialogic learning. Lanham, Md: Rowman & Littlefield Publishers, 1999.
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Rethinking language, mind, and world dialogically: Interactional and contextual theories of human sense-making. Charlotte, NC: Information Age Pub., 2009.
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The Word Made Love: The Dialogical Theology of Joseph Ratzinger/Benedict XVI: The Dialogical Theology of Joseph Ratzinger / Benedict XVI. Michael Glazier, 2013.
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Hermans, Hubert J. M. Dialogical Democracy in a Boundary-Crossing World. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190687793.003.0009.
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The democratic and dialogical self is placed in the broader context of three views on democracy—cosmopolitan, deliberative, and agonistic conceptions—relevant to a boundary-crossing world in which individuals and groups are faced with differences and oppositions. A model is presented including three fields of tension: between self and other, between three levels of inclusiveness (individual, social, and human), and between dialogue and social power. Meta-positions and promoter positions are included in the model. Its practical implications focuses on stimulating a dialogical relationship between reason and emotion, increasing tolerance of uncertainty, and including shadow positions as integrative parts of a democratic self. Finally, a definition of health is proposed that considers health of the self as a learning process in a democratic society.
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Meretoja, Hanna. Transforming the Narrative In-Between. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190649364.003.0007.
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Chapter 7 explores the ethical potential of dialogic storytelling, in dialogue with David Grossman’s To the End of the Land (2008) and Falling Out of Time (2011). It analyzes how storytelling animated by an ethos of dialogue—involving receptivity, responsivity, and openness—functions as a mode of non-subsumptive understanding, whereas subsumptive narratives, examined here against the backdrop of the Israel-Palestine conflict, tend to reinforce harmful cultural stereotyping. In relation to theories of the dialogical self and Bracha Ettinger’s and Judith Butler’s work on trans-subjectivity and vulnerability, the chapter contributes to an ethics of relationality that articulates the primacy of the dialogic space with respect to individual subjects, our implicatedness in violent histories, our fundamental dependency on one another, as beings capable of and vulnerable to violence, and the potential of dialogic storytelling to create trans-subjective narrative in-betweens that make possible new modes of experience and transformative, agency-enhancing encounter-events.
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Mara, Gerald. Political Philosophy in an Unstable World. Edited by Sara Forsdyke, Edith Foster, and Ryan Balot. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199340385.013.39.
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For many readers, the perspectives of Plato and Thucydides are fundamentally incompatible. Plato’s authentic philosophers allegedly occupy an unchanging world of intellectual forms or ideas. Thucydides’ world is passionate and disrupted. If we agree with these assessments, we find two authors speaking such different languages that prospects for dialogue between them seem impossible. I want to challenge that conclusion by suggesting that we can read Thucydides and Plato more dialogically. I try to show how each author opens possibilities for dialogic engagement with his own text and then indicate areas of plausible exchange between them. This interactive reading avoids the binary frames of reference of abstract and illusory peace or ongoing and inescapable war, drawing attention to experiences in need of continued intellectual negotiation and opening spaces for practical improvement. Beyond expanding our understanding of these authors, such mutual readings help us to appreciate their contributions to conversational political theory.
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McLean, Kate C., and Andrea Breen. Selves in a World of Stories During Emerging Adulthood. Edited by Jeffrey Jensen Arnett. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199795574.013.29.
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In this chapter, the authors review research on self-esteem and self-concept in emerging adulthood. Drawing from traditional cognitive-developmental theories of self-development, as well as dialogical theories, they take a narrative approach to argue that emerging adults story their selves by engaging with cultural processes that emerge via media (e.g., television, movies, books, Facebook). The authors offer some suggestions for bridging cognitive-developmental and dialogical theories in the context of narrative construction of personal selves as they intersect with larger cultural stories.
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Matusov, Eugene. Envisioning Education in a Post-Work Leisure-Based Society: A Dialogical Approach. Palgrave Macmillan, 2020.
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Tomlinson, Matt, and Julian Millie, eds. The Monologic Imagination. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190652807.001.0001.
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The pioneering and hugely influential work of Mikhail Bakhtin has led scholars in recent decades to see all discourse and social life as inherently “dialogical.” No speaker speaks alone because our words are always partly shaped by our interactions with others, past and future. Moreover, we never fashion ourselves entirely by ourselves but always do so in concert with others. Bakhtin thus decisively reshaped modern understandings of language and subjectivity. And yet, the contributors to this volume argue that something is potentially overlooked with too close a focus on dialogism: many speakers, especially in charged political and religious contexts, work energetically at crafting monologues, single-voiced statements to which the only expected response is agreement or faithful replication. Drawing on ethnographic case studies from the United States, Iran, Cuba, Indonesia, Algeria, and Papua New Guinea, the authors argue that a focus on “the monologic imagination” gives us new insights into languages’ political design and religious force, and deepens our understandings of the necessary interplay between monological and dialogical tendencies.
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Swanwick, Ruth. Dialogic Teaching and Translanguaging in Deaf Education. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190880545.003.0004.
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This chapter proposes a pedagogical framework for deaf education that builds on a sociocultural perspective and the role of interaction in learning. Pedagogical principles are argued that recognize the dialogic nature of learning and teaching and the role of language as “the tool of all tools” in this process. Building on established work on classroom talk in deaf education, the issues of dialogue in deaf education are extended to consider deaf children’s current learning contexts and their diverse and plural use of sign and spoken languages. Within this broad language context, the languaging and translanguaging practices of learners and teachers are explained as central to a pedagogical framework that is responsive to the diverse learning needs of deaf children. Within this pedagogical framework practical teaching strategies are suggested that draw on successful approaches in the wider field of language learning and take into account the particular learning experience and contexts of deaf children.
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Sharing Words: Theory and Practice of Dialogic Learning (Critical Perspectives Series). Rowman & Littlefield Publishers, Inc., 2000.
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Greene, Dana. Epilogue. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252037108.003.0014.
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This chapter considers the legacy of Denise Levertov. Levertov wanted to be remembered for her poetry, the “autonomous structures” that would be appreciated on their own terms and would last. In comparison to her art, she considered her life fleeting and insignificant. As a consequence she was suspicious of biography and insisted that if a poet's biography were to be written, it had to focus on the work itself. Even then she was leery of the genre and recoiled from it. Nonetheless, she claimed repeatedly that her poems emerged from her life experience. While she rejected confessional or self-referential writing, her poems, “testimonies of lived life,” reflect her dialogical engagement with the world around her.
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Maxwell, Catherine. Vernon Lee’s Handling of Words. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198737827.003.0018.
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Early schooled in writing by a pedagogy rooted in dialogic exchange, Vernon Lee (1856–1935) made the interactive relationship between writer and reader central to her critical prose. Her early essays showcase her already distinctive prose voice—markedly different from a professional academic masculine voice. Quick to establish a rapport, Lee is a sympathetic guide, skilfully steering her readers through arguments and expositions, but also stimulating and involving them through impressionistic description, association, and intricate dynamic passages full of open-ended verb forms. Published in the 1890s and early 1900s, many of the essays in her innovative book The Handling of Words and Other Studies in Literary Psychology (1923) show her fascination with the idea of style as a form of contact and transaction between writer and reader, with style creating the perceptual patterns that persuade readers to think and imagine in ways not naturally their own.
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Moyaert, Marianne. Interreligious Literacy and Scriptural Reasoning. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190677565.003.0007.
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In this chapter, I first lay out the most important hermeneutical and anthropological principles that undergird my understanding of interreligious learning. As will become clear, I take my inspiration to a large extent from the French philosopher Paul Ricoeur, who has been called “the philosopher of all dialogues.” Then I will make these theoretical considerations more concrete by elaborating on an interreligious dialogical approach that to my mind works transformatively: scriptural reasoning. I will explain what this practice is all about and how I try to guide my students throughout this learning process. As an introduction, I briefly dwell upon the particular context in which I work and from which I speak.
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Bhatia, Sunil. Outsourcing the Self. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780199964727.003.0006.
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This chapter analyzes how call center workers, who are mostly middle- and working-class youth, create narratives that are described as expressing modern forms of “individualized Indianness.” The chapter demonstrates how call center workers produce narratives of individualized Indianness by engaging in practices of mimicry, accent training, and consumption; by going to public spaces such as bars and pubs; and by having romantic relationships that are largely hidden from their families. The narratives examined in this chapter are created out of an asymmetrical context of power as young Indians work as “subjects” of a global economy who primarily serve “First World” customers. The interviews with Indian youth reflect how tradition and modernity, mimicry and authenticity, collude with each other to dialogically create new middle-class subjectivities.
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Hancock, Maxine. ‘Nor do thou go to work without my Key’. Edited by Michael Davies and W. R. Owens. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780199581306.013.25.
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A full reading of John Bunyan’s works demands that attention be paid not only to the central text, but also to the marginal notes. This chapter reviews the history of critical and editorial attention given to Bunyan’s marginal notes, and considers what is known regarding their import for Bunyan and for his seventeenth-century readers. In assessing the ongoing significance of the marginal notes for critical readings of Bunyan’s texts, this chapter also examines taxonomies of the functions and effects of these, as well as current theories of margination. Possible future directions for further work on the marginal notes are also considered as offering potentially enriching readings of Bunyan, in terms of the mimetic and dialogic aspects of the notes.
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Dubino, Jeanne, Paulina Pajak, Catherine W. Hollis, Celiese Lypka, and Vara Neverow, eds. The Edinburgh Companion to Virginia Woolf and Contemporary Global Literature. Edinburgh University Press, 2020. http://dx.doi.org/10.3366/edinburgh/9781474448475.001.0001.
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This book considers the global responses Woolf’s work has inspired and her worldwide impact. The 23 chapters address the ways Woolf is received by writers, publishers, academics, reading audiences, and students in countries around the world; how she is translated into multiple languages; and how her life is transformed into global contemporary biofiction. The 24 authors hail from regions around the world: West and East Europe, the Middle East/North Africa, North and South America, East Asia and the Pacific Islands. They write about Woolf’s reception in Ireland, France, Italy, Germany, Poland, Estonia, Russia, Egypt, Kenya, Mexico, Argentina, Uruguay, Brazil, the United States, China, Japan and Australia. The Edinburgh Companion is dialogic and comparative, incorporating both transnational and local tendencies insofar as they epitomise Woolf’s global reception and legacy. It contests the ‘centre’ and ‘periphery’ binary, offering new models for Woolf global studies and promoting cross-cultural understandings.
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Harley, Anne, and Eurig Scandrett, eds. Environmental Justice, Popular Struggle and Community Development. Policy Press, 2019. http://dx.doi.org/10.1332/policypress/9781447350835.001.0001.
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Community development takes place in contested spaces in which the interests of people living, working and surviving in communities come up against the interests of powerful groups and classes in the structures of exploitation, colonisation and neoliberalism. Where community development practices respond to issues of environmental concerns, this brings an additional dimension as ‘the environment’ becomes another arena for contestation. This book aims to draw on two essential sources for understanding this conflict. One source is in the rich yet conflicted theoretical resources which have developed through academic labour around analysing the social practices of community development, popular struggle and environmental justice. The second fundamental source is the intellectual work of ordinary people engaged in such material struggles to change the world from where they live and work and make community; people who are not employed in academic labour but who, as Gramsci highlighted, are critical thinking intellectuals without whose analytical resources emancipatory politics is not possible. This includes the struggles of activist-academics (such as the editors) seeking to learn from their own engagement with popular movements. This volume therefore works in the dialogical space between knowledges of struggle and of the academy in order to critique and inform the practices of community development professionals, academics, trade union organisers, social movements, activists and ordinary people engaged in the pursuit of justice in a range of contexts in which the messy, imprecise and contested processes of community, development and environment interact.
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Wierzbicka, Anna. I Know. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190865085.003.0010.
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This chapter argues that a philosophical account of human epistemology needs to be complemented by a linguistic one, informed by analytical and empirical experience of cross-linguistic semantics. The author outlines such a complementary account, based on many decades of empirical and analytical research undertaken within the NSM (Natural Semantic Metalanguage) approach. The main conclusion is that KNOW is an indefinable and universal human concept, and that there are four “canonical” frames in which this concept occurs across languages, the most basic one being the “dialogical” frame: “I know,” “I don’t know.” The author contends that both the questions and the answers concerning the “epistemology for the rest of the world” need to be anchored in some conceptual givens, derived neither from historically shaped Anglo English, nor from the European philosophical tradition, but from a more reliable, language- and culture-independent source; and the author shows how this can be done.
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Hermans, Hubert J. M. Inner Democracy. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780197501023.001.0001.
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This book investigates the psychological background of contemporary societal problems such as hate speech, authoritarianism, and divisive forms of identity politics. As a response to these phenomena, the book presents the basic premise that a democratic society needs citizens who do more than just express their preference for free elections, freedom of speech, and respect for constitutional rights. Democracy has vitality only if it is rooted in the hearts and minds of its participants who are willing to plant it in the fertile soil of their own selves. In the milieu of tension created by societal power clashes and absolute-truth pretensions, the book investigates how opposition, cooperation, and participation work as innovative forces in a democratic self. Democracy is understood as a personal learning process and as a dialogical play between thought and counter-thought, between imagination and counter-imagination, and between emotion and reason. The book is written for social scientists, teachers, and journalists.
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Sherinian, Zoe. Songs of Oru Olai and the Praxis of Alternative Dalit Christian Modernities in India. Edited by Jonathan Dueck and Suzel Ana Reily. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199859993.013.14.
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This chapter addresses an alternative Dalit Christian modernity transmitted and practiced through song and drumming in Tamil Nadu, India. Using two examples of the praxis of sharing, I analyze expressions of agency by the caste and gender oppressed that shows an awareness of discourses of liberation in both the bible and the modern world outside the caste-inflected village. Daily practice of economic sustainability through community finds its musical analogy in folk music’s potential for re-creation, unity, accessibility, and common ownership by the oppressed. I theorize this as an indigenous religio-political cosmopolitanism, expressed by Dalits as a discourse of supra-localism and spirituality that reverses the discourse of caste impurity and pollution. These cases show the historical and contemporary nature of Christian transnational flow in the form of theology, politics, and utopian community, its dialogical process of indigenization, and the process of cross-cultural musical exchange to (re)make Christianity meaningful through local musical reconstruction.
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Kyritsis, Dimitrios. A Little Less Conversation, a Little More Action. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780199672257.003.0005.
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This chapter criticizes constitutional dialogue theories, which treat constitutional review as an iteration in a dialogic process. Such theories are often invoked to explain the moral appeal of so-called weak constitutional review, which reserves the ‘last word’ on constitutional matters for the legislature. It is argued that constitutional dialogue theories stress the discursive element of judicial decisions at the expense of their authoritative impact and thus cannot adequately account for the limits we tend to impose on the courts’ reviewing power. More fundamentally, they overlook that political orders are not there to discover moral truth. First and foremost, they go well when they do not wrong us. Accordingly, constitutional review is not judged primarily by its discursive value, its ability to enhance public—and more specifically legislative—deliberation, but rather by its ability to thwart infringements of our fundamental rights.
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Nedbal, Martin. Sex, Politics, and Censorship in Mozart’s Don Giovanni/Don Juan. Edited by Patricia Hall. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199733163.013.6.
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This article examines sex, politics, and censorship in Wolfgang Amadeus Mozart’s opera Don Giovanni/Don Juan, published in Vienna in the spring or summer of 1787. More specifically, it considers the so-called dialogic aspects of censorship by citing the example of institutional supervision over the content of Mozart’s work. It first discusses the issues surrounding the libretto and the role of censorship in several performances of a German adaptation at the Vienna court theater. It then describes how Franz Karl Hägelin, head of the office of the theater censor in Vienna, and other court theater personnel at the time approached the content of German-language works presented to them in the early 1780s.
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Porfírio, Luciana Cristina, and Iara Santana dos Santos. Ensinando com tecnologias digitais nos primeiros anos escolares. Brazil Publishing, 2021. http://dx.doi.org/10.31012/978-65-5861-426-5.
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The study sought to investigate the limits and possibilities of the use of TDIC as pedagogical resources for the teaching and learning process in the early years of elementary school from a broad literature focused on its use as a tool for teaching work in which the importance of using TDIC in the early years of elementary school and in the initial and continuing training of teachers. To this end, the methodology used in the research were bibliographic sources of qualitative nature from the socialhistorical cultural perspective, i.e., one that seeks to understand a given phenomenon from a given context, establishing a dialogical relationship between the individual, the society and their historical and cultural processes. It presents a descriptive account of the methodological process developed, by which it could be concluded that the TDIC is already part of people’s daily lives and the school has the cultural function of teaching the so-called digital students - those born in the midst of the TDIC culture. From the mobilized literature it was also evident that, although the TDIC are used to enhance teaching and learning, there is a lack in the teacher’s curriculum training courses and also in the school’s infrastructure to the insertion and integration of those technologies in the school culture.
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Renker, Elizabeth. Reality Categories in Periodical Poems. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198808787.003.0003.
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One of the larger questions hovering over scholarship in American literary realism is how certain orders of experience came to count as “real,” and, crucially, as opposed to what. Yet, ironically, most scholarship on realism has not “counted” poems as part of the evolving discourse of realism. Periodical poems about reality categories are in fact extremely common in print culture after 1866. This chapter traces the larger dialogic scene in which poems articulate an array of emergent realist and idealist positions as antitheses. Individual poems work out (or take confused sides in) these larger debates about reality categories as philosophical concepts, as artistic concepts, and as both pertain to the sphere of “poetry” in particular. The meanings of these poems are social ones, arising in public scenes of conversation, dispute, and debate.
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Ferreira, Iago Oliveira, and Marcus Aurélio de Freitas Barros. Um novo paradigma para o controle das políticas públicas prestacionais: Tutela estrutural em foco. Brazil Publishing, 2020. http://dx.doi.org/10.31012/978-65-5861-172-1.
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This book addresses the judicial review on social public policies, intending to propose a new approach to its exercise in Brazil, based on the standards and instruments consolidated in the structural remedies practice. The review approach championed by Brazilian courts creates illegitimate, anti-isonomic and ineffective decisions, which derives from the reliance on a traditional form of adjudication, bipolar and adversarial, that is inadequate to the polycentric and distributive features of the conflicts involving the delivery of public services by the government. Inspired on pioneering experiences in both foreign and domestic jurisdictions, the work outlines a theory of structural remedies applied to public policy issues that seeks to address the shortcomings of the mainstream approach, resulting in a paradigmatic shift in three main aspects of adjudication, regarding legal reasoning (distributive and dialogical), remedial practice (experimentalist, prospective and consensual) and the characteristics of the adjudication process (flexible and cooperative). Besides sustaining the merits of the described methodological shift, the author’s efforts are also aimed at formulating interpretative constructions to allow for its implementation in the Brazilian legal system. By exploring practical solutions towards a more legitimate and effective judicial review, and arranging them in a coherent theoretical framework, the book contributes to the academic debate and also gives valuable input to the public law practitioners entrusted with the duty to oversee the public administration activities in Brazil.
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Tan, Sooi Beng. Community Musical Theatre and Interethnic Peace-Building in Malaysia. Edited by Brydie-Leigh Bartleet and Lee Higgins. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190219505.013.33.
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Community musical theatre projects have played important roles in engaging young people of diverse ethnicities in multicultural and religious Malaysia to cross borders, deconstruct stereotypes, appreciate differences, and build interethnic peace. This essay provides insights into the strategies and dialogic approaches employed in two such community musical theatre projects that promote peace-building in Penang. The emphasis is on the making of musical theatre through participatory research, collaboration, ensemble work, and group discussions about alternative history, social relationships and cultural change. The projects also stress partnerships with the multiethnic stakeholders, communities, traditional artists, university students, and school teachers who are involved in the projects. Equally important is the creation of a safe space for intercultural dialogue, skill training, research, and assessments to take place; this a working space that allows for free and open participation, communication, play, and creative expressions for all participants.
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Goldie, David. Unspeakable Scots. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198736233.003.0012.
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Starting with T. W. H. Crosland’s description in The Unspeakable Scot (1902) of the rather unwelcome ubiquity of Scots in the world of British letters, the chapter explores the impact of Scottish men of letters in British publications and journalism in last decades of the nineteenth and first decades of the twentieth centuries. Drawing on key ideas in Scottish literary-critical history, among them Robert Crawford’s notion of the ‘Scottish invention of English literature’, Leith Davis’s description of the dialogic nature of English/Scottish literary exchanges, and Graeme Morton’s conception of a Victorian ‘unionist nationalism’, the chapter will examine the complexities of English–Scottish literary exchange in the period and argue that it should properly be seen as dialectical: an exchange that constructs a synthetic British literature, but that also has a profound effect in reconfiguring English and Scottish literatures and cultural identities.
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Sen, Amiya P. Chaitanya. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780199493838.001.0001.
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This is a short yet critical biography of a major religious figure from Hindu Bengal, Krishna Chaitanya (1486–1533), based on extant hagiographical sources from medieval Bengal as also recent scholarly studies. It relies on both Bengali and English language sources, creating a dialogic and dynamic relationship between the two. The book primarily addresses graduate students and interested general readers in an easily accessible and intelligible manner, without taking recourse to copious notes and citations. The intention of this project was to produce a narrative that was both gripping and enjoyable. However, there is also ample material in this book that will interest and motivate the researcher as well. A significant part of this work is a critical evaluation of just how Chaitanya has been perceived and understood after his time, particularly in colonial Bengal where he has come to assume the place of an iconic figure. Interested readers will find the painstakingly compiled appendices quite useful.
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Schoene, Adam. Sentimental Conviction: Rousseau’s Apologia and the Impartial Spectator. Edinburgh University Press, 2018. http://dx.doi.org/10.3366/edinburgh/9781474422857.003.0009.
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Where Adam Smith’s The Theory of Moral Sentiments (1759) extends the domain of spectatorship beyond the ocular realm and claims that we must become the impartial spectators of our own character and conduct, Jean-Jacques Rousseau’s Rousseau juge de Jean-Jacques, Dialogues (1776) also attempts to probe beyond the visual surface to examine through careful study the constitution of another, who is actually himself. This chapter traces a Smithian sentiment in the radical division of the self dramatized in Rousseau’s fictional autobiographical Dialogues, emphasizing Rousseau’s attempt to liberate his own gaze and render an unbiased judgment upon himself. Although Rousseau does not write in direct discourse with Smith, he applies a strikingly similar rhetorical device to the spectator within the dialogic structure of his apologia. Reading Rousseau alongside Smith resituates the Dialogues not as a work of madness, as it has frequently been interpreted, but rather as an unrelenting struggle for justice.
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Williams, Gareth D. Pietro Bembo on Etna. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190272296.001.0001.
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This book is centered on the Venetian humanist Pietro Bembo (1470–1547), on his stay in Sicily in 1492–4 to study the ancient Greek language under the Byzantine émigré Constantine Lascaris, and above all on his ascent of Mount Etna in 1493. The more particular focus of this study is on the imaginative capacities that crucially shape Bembo’s elegantly crafted account, in Latin, of his Etna adventure in his so-called De Aetna, published at the Aldine Press in Venice in 1496. This work is cast in the form of a dialogue that takes place between the young Bembo and his father, Bernardo (himself a prominent Venetian statesman with strong humanist involvements), after Pietro’s return to Venice from Sicily in 1494. But De Aetna offers much more than a one-dimensional account of the facts, sights, and findings of Pietro’s climb. Three mutually informing features that are critical to the artistic originality of De Aetna receive detailed treatment in this study: (i) the stimulus that Pietro drew from the complex history of Mount Etna as treated in the Greco-Roman literary tradition from Pindar onward; (ii) the striking novelty of De Aetna’s status as the first Latin text produced at the nascent Aldine Press in the prototype of what modern typography knows as Bembo typeface; and (iii) Pietro’s ingenious deployment of Etna as a powerful, multivalent symbol that simultaneously reflects the diverse characterizations of, and the generational differences between, father and son in the course of their dialogical exchanges within De Aetna.
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Branham, R. Bracht. Inventing the Novel. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198841265.001.0001.
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Bakhtin as a philosopher and a student of the novel is intent upon the novel’s role in the history of consciousness. His project fails if he is wrong about the dialogic nature of consciousness or the cultural centrality of the novel as the only discourse that can model human consciousness and its intersubjective character. Inventing the Novel is an argument in four stages: the Introduction surveys Bakhtin’s life and his theoretical work in the 1920s, which grounded his work on the novel, as investigated in following chapters. Chapter 1 sketches Bakhtin’s view of literary history as an agonistic dialogue of genres, concluding with his claim that the novel originates as a new way of evaluating time. Chapter 2 explores Bakhtin’s theory of chronotopes: how do forms of time and space in ancient fiction delimit the possible representation of the human? Chapter 3 assesses Bakhtin’s poetics of genre in his account of Menippean satire as crucial in the history of the novel. Chapter 4 uses Petronius to address the prosaics of the novel, exploring Bakhtin’s account of how novelists of “the second stylistic line” orchestrate the babble of voices expressive of an era into “a microcosm of heteroglossia,” focusing it through the consciousness of characters “on the boundary” between I and thou. Insofar as this analysis succeeds, it evinces the truth of Bakhtin’s claim that the role of Petronius’s Satyrica in the history of the novel is “immense.”
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Meretoja, Hanna. The Ethics of Storytelling. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190649364.001.0001.
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Against the backdrop of the polarized debate on the ethical significance of storytelling, this book develops a nuanced framework for exploring the ethical complexity of the roles narratives play in human lives. Focusing on how narratives enlarge and diminish the spaces of possibilities in which people act, think, and reimagine the world, it proposes a theoretical-analytical framework for engaging with both the ethical potential and the risks of storytelling. It elaborates a narrative hermeneutics that treats narratives as culturally mediated interpretative practices that can be oppressive, empowering, or both, and argues that the relationship between narrative unconscious and narrative imagination shapes one’s sense of the possible. Its hermeneutic narrative ethics differentiates between six dimensions of narratives’ ethical potential: they can cultivate a sense of the possible; promote self-understanding; enable understanding other lives non-subsumptively in their singularity; transform narrative in-betweens; develop the capacity for perspective-taking; and function as forms of ethical inquiry. These aspects are analyzed in dialogue with literary and autobiographical narratives that deal with the legacy of the Second World War by problematizing the adequacy of the perpetrator–victim dichotomy—exploring how it is as dialogic storytellers, fundamentally vulnerable, interdependent, and implicated in violent histories, that individuals and communities become who they are. The book brings into dialogue narrative ethics, literary narrative studies, narrative psychology, narrative philosophy, and cultural memory studies. It develops narrative hermeneutics as a philosophically rigorous, historically sensitive, and analytically subtle approach to the ethical stakes of the debate on the narrative dimension of human existence.
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Magowan, Fiona. Mission Music as a Mode of Intercultural Transmission, Charisma, and Memory in Northern Australia. Edited by Jonathan Dueck and Suzel Ana Reily. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199859993.013.001.
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This article, focuses on the durability of Methodist “mission music” among the Yolngu, an Australian Indigenous people, and addresses questions of musical transfer between missionaries and Yolngu over fifty years that have shaped their Christian music politics. “Mission music” is marked as a genre by its association with the early missionaries among the Yolngu, their processes of teaching and transmission and its articulation with some aspects of Yolngu ritual performance practices. Today, mission music is performed together with an array of contemporary Christian musics reflecting its ongoing importance as a local, transnational and international currency. Magowan shows how hymnody has persisted for Yolngu as a musical mode of remembering and celebrating the past, illustrated first in early dialogic approaches to music teaching and choral training, and later recaptured in choral performances for the 50th anniversary festival of a Yolngu mission. She argues that “mission music,” in spite of its introduced, non-local origins, has become an experiential, rhythmical and textual sign of the “local” as it is adopted and used by the Yolngu. Choral singing is shown to be a means of embodying mission memories and facilitating local charismatic leadership, in turn, transforming Yolngu-missionary relationships over time. Ongoing work with missionary evangelists and frequent travel to foreign mission fields have also created new arenas for intercultural dialogue, leading to increasing complexity in Yolngu relationships embodied in Christian performance.
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Mittelman, James H. The Development Paradigm and Its Critics. Oxford University Press, 2018. http://dx.doi.org/10.1093/acrefore/9780190846626.013.421.
Full textAbstract:
Development cannot be separated from global political economy, but it is an inherent component of the latter. The concept of development was popularized through expansion of colonization, and underwent various transformations as the socio-political structure of the world changed over time. Thus, the central task of development theory is to determine and explain why some countries are underdeveloped and how these countries can develop. Such theories draw on a variety of social science disciplines and approaches. Accordingly, different development paradigms have emerged upon which different scholars have shown profound interests and to which they gave extensive criticisms—modernization, dependency, Marxism, postcolonialism, and globalization. With the recent emergence of the post-modern critique of development, power has become an important subject in the discourse of development. Nevertheless, a full theoretical understanding of the relations between power and development is still in its fledgling stage. Though highly apparent in human societies, social power per se is a polylithic discourse with no unified definition and implication, which has led different proponents of development paradigms to understand power differently. Although there is a dialectic contradiction between the different dialogic paradigms, the reality of development theory is that there is a large choice of theories and models from which field practicioners will draw pragmatically the most appropriate elements, or they will create their own model adapted to the situation.