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Intersubjectivity and alterity in classroom interaction
Örebro University, School of Humanities, Education and Social Sciences.ORCID iD: 0000-0002-1730-5463
2016 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Dialogical epistemologies have spanned both teleological and nonteleological orientations to knowledge that is, both knowledge conceived as convergent on pre-determined epistemic goals and knowledge as divergent, moving centrifugally towards as-yet-unknown outcomes. Nonteleological conceptions of dialogue have challenged absolutist views. Bakhtin teaches us that what is frequently treated as finalized is inescapably unfinalized.

The interdependence between communication and cognition assumed by dialogists foregrounds that question of how producing meaning and understanding interpersonally is related to appropriating knowledge and pedagogy. In accounts of social interaction, an intersubjectivity paradigm has long been privileged. Less attention has been paid to the transformative effects of communicative counteraction. This study explores the relationship between intersubjectivity as involving agreement and attunement in orienting to others and alterity with a focus on divergence and disagreement in other-orientedness. It aims to show the importance of intersubjectivity for explicating part of the logic of classroom interaction and to clarify empirically some ways in which alterity generates significant expansion of consciousness in the classroom.

Data analysis indicates the strategic work teaches and students do to secure agreement and unity around goal-stipulated knowledge in instructional activity. The study also examines classroom data where divergent voices give rise to alternative views and novel understanding of a topic or action. In one episode, students’ resistance to the teacher’s explanation creates a counter movement to the official lesson. As a consequence, the teacher’s epistemic position is decentralized and a meeting of two consciousnesses illuminates a range of meanings related to a French term. In such encounters, participants’ cohesion-building strategies provide interactionally for opposition. In the classroom, both intersubjectivity and alterity are needed to resist reducing other-orientation to a single consciousness and to maximize the meaning-making advantages of bringing a second consciousness to bear on the consciousness of the other.

Place, publisher, year, edition, pages
2016.
National Category
Pedagogy Learning
Research subject
Education
Identifiers
URN: urn:nbn:se:oru:diva-69068OAI: oai:DiVA.org:oru-69068DiVA, id: diva2:1251149
Conference
Nordisk Relationell Pedagogik (NORP), Conference and Network meeting, Stockholm, Sweden, March 17-18, 2016
Available from: 2018-09-26 Created: 2018-09-26 Last updated: 2018-09-26Bibliographically approved

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St John, Oliver

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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf