Heteroglossia : a space for developing critical language awareness?

This paper reports on research into the challenges of implementing a critical writing pedagogy within a teacher education program in Australia. Participants in this study are student teachers enrolled in a compulsory subject, &ldquo;Language and Literacy in Secondary School&rdquo;, a subject requiring them to develop a knowledge of the role of language and literacy across the secondary school curriculum and to show personal proficiency in literacy as part of graduate outcomes for teacher education dictated by the State Government of Victoria. To develop an understanding of the way that language has shaped their lives, students write a narrative about their early literacy experiences &ndash; a task which they all find very challenging, especially in comparison with the formal writing of other university subjects. Rather than simply reminiscing about their early childhood, they are encouraged to juxtapose voices from the past and the present, and to combine a range of texts within their writing. Later in the semester they revisit these accounts of their early literacy experiences and, in a separate piece of writing, endeavour to place these accounts within the contexts of theories and debates they have encountered in the course of completing this unit. The students&rsquo; writing provides a small window on how they are experiencing their tertiary education and their preparation as teachers, including the managerial controls that are currently shaping university curriculum and pedagogy. We argue that such heteroglossic texts (Bakhtin, 1981) prompt students to stretch their repertoires as language-users, enabling them to develop a socially critical awareness of language and literacy, including the literacy practices in which they engage as university students.<br /

Investigating literacy practices within the secondary English classroom, or where is the text in this class?

The Vygotskian concept of the zone of proximal development has been interpreted in such a way as to provide theoretical support for particular, government-sponsored, models of both pedagogy and literacy. This article proposes a radically different interpretation of the ZPD, informed by Bakhtinian understandings of heteroglossia. This alternative model is then used to describe and interpret the pedagogic and literacy practices that are observed in a secondary English lesson, in which students deploy a wide range of cultural and multimodal resources to make sense of a complex text

Is 'gender-sensitive education' a useful concept for educational policy?

This article responds to Astrid Sinnes and Marianne Løken’s article ‘Gendered education in a gendered world: Looking beyond cosmetic solutions to the gender gap in science’ by exploring the idea of ‘gender-sensitive’ education and its usefulness in educational policy. It draws on theoretical discussions of the concept of gender and of difference to consider ways in which ‘gender-sensitive’ education might serve the task of promoting equality and justice

Bakhtin as a theory of reading

Includes bibliographical references (p. 20

Multiple languages and heteroglossia in Indonesian adolescent fiction

ページ数は出版物での記載を登

Virginia Woolf and Gertrude Stein’s Repurposing of Feminine Domestic Language through the Lens of Bakhtinian Heteroglossia and Dialogic Theory

This essay examines the ways that Virginia Woolf in A Room of One’s Own and Gertrude Stein in The Autobiography of Alice B. Toklas and “The Good Anna” recapture feminine domestic language in order to produce a new form of feminist heteroglossia, a reworking of Bakhtinian heteroglossia and dialogic theory

Gendered educational leadership: beneath the monoglossic façade

Recent gender retheorisation has drawn on Mikhail Bakhtin's literary and linguistic theories of monoglossia and heteroglossia to reconcile seemingly contradictory gender discourses. Thus, girls/women and boys/men as they are biologically sexed might be discussed within a poststructural gender theory discourse that disconnects gender from the body. The concepts of gender monoglossia, gender heteroglossia and polyglossia have been applied here to empirical research into the construction of gendered leadership as it was seen to be done by one woman head teacher. The accounts of members of staff expose heteroglossia in the articulation of their understandings of gendered leadership beneath the construction of a monoglossic façade. They also reveal an understanding of polyglossic simultaneity as the head teacher is observed to ‘switch’ seamlessly between modes of doing gendered leadership depending on context and circumstances. There is also evidence of polyglossic simultaneity in the reports that might lead to the rejection and/or redefinition of gender theory discourses