Toward a Practice of Polyphonic Dialogue in Multicultural Teacher Education

References

• Ahlquist, R. (1991). Position and imposition: Power relations in a multicultural foundations class. The Journal of Negro Education, 60(2), 158–169.
   Google Scholar
• Arnett, R. C. (1993). Dialogic education: Conversation about ideas and between persons. Carbondale: Southern Illinois University Press.
   Google Scholar
• Bakhtin, M. M. (1981). Dialogic imagination: Four essays by M. M. Bakhtin (M. Holquist, Ed.; C. Emerson & M. Holquist, Trans.). Austin: University of Texas Press.
   Google Scholar
• Bakhtin, M. M. (1986). Speech genres and other late essays. Austin: University of Texas Press.
   Google Scholar
• Bakhtin, M. M. (1999). Problems of Dostoevsky’s poetics (Vol. 8) (C. Emerson, Ed. and Trans.). Minneapolis: University of Minnesota Press.
   Google Scholar
• Butler, J. (1999). Gender trouble. Feminism and the subversion of identity (10th anniversary ed.). London: Routledge.
   Google Scholar
• Cazden, C. B. (1988). Classroom discourse: the language of teaching and learning. Portsmouth, NH: Heinemann.
   Google Scholar
• DePalma, R. (2007). “She went too far”: Civility, complaint and dialoguing with the Other. In M. Reiss, R. DePalma, & E. Atkinson (Eds.), Marginality and difference in education and beyond (pp. 121–133). Stoke on Trent, UK: Trentham.
   Google Scholar
• DePalma, R. (2008). “The voice of every Black person?”: Bringing authentic minority voices into the multicultural dialogue. Teaching and Teacher Education, 24(3), 767–778.
   Google Scholar
• Doecke, B., Kostogriz, A., & Charles, C. (2004). Heteroglossia: A space for developing critical language awareness? English Teaching: Practice and Critique, 3(3), 29–42.
   Google Scholar
• Ellsworth, E. (1992). Why doesn’t this feel empowering? Working through the repressive myths of critical pedagogy. In C. Luke & J. Gore (Eds.), Feminisms and critical pedagogy (pp. 90–119). New York: Routledge.
   Google Scholar
• Goodwin, C., & Goodwin, M. H. (1992). Assessments and the construction of context. In A. Duranti & C. Goodwin (Eds.), Rethinking context: Language as an interactive phenomenon (pp. 147–190). Cambridge, UK: Cambridge University Press.
   Google Scholar
• Gutiérrez, K., Rymes, B., & Larson, J. (1995). Script, counterscript, and underlife in the classroom: James Brown vs. Board of Education. Harvard Education Review, 65(3), 445–472.
   Web of Science ®Google Scholar
• Haworth, A. (1999). Bakhtin in the classroom: What constitutes a dialogic text? Some lessons from small group interaction. Language and Education, 13(2), 99–117.
   Google Scholar
• Hayes, R. (2005). Conversation, negotiation, and the word as deed: Linguistic interaction in a dual language program. Linguistics and Education, 16, 93–112.
   Google Scholar
• Hayes, R., & Matusov, E. (2005a). Designing for dialogue in place of teacher talk and student silence. Culture and Psychology, 11(3), 339–357.
   Web of Science ®Google Scholar
• Hayes, R., & Matusov, E. (2005b). From “ownership” to dialogic addressivity: Defining successful digital storytelling projects. Technology, Humanities, Education, Narrative (THEN) Journal. Retrieved March 3, 2006, from http://thenjournal.org/feature/75
   Google Scholar
• Hooks, B. (1994). Teaching to transgress: Education as the practice of freedom. New York: Routledge.
   Google Scholar
• Kozol, J. (1992). Savage inequalities: Children in America’s schools. New York: HarperPerennial.
   Google Scholar
• Krashen, S. (2004/2005). Skyrocketing scores: An urban legend. Educational Leadership, December/January, 37–39.
   Google Scholar
• Landay, E. (2004). Performance as the foundation for a secondary school literacy program: A Bakhtinian perspective. In A. F. Ball & S. W. Freedman (Eds.), Bakhtinian perspectives in language, literacy, and learning (pp. 107–128). Cambridge, UK: Cambridge University Press.
   Google Scholar
• Latour, B. (1987). Science in action: How to follow scientists and engineers through society. Cambridge, MA: Harvard University Press.
   Google Scholar
• Light, R., & Kirk, D. (2000). High school rugby, the body and the reproduction of hegemonic masculinity. Sport, Education and Society, 5(2), 163–176.
   Web of Science ®Google Scholar
• Liston, D. P., & Zeichner, K. M. (1987). Critical pedagogy and teacher education. Journal of Education, 169(3), 117–137.
   Google Scholar
• Mahiri, J. (2004). New teachers for new times: The dialogical principal in teaching and learning electronically. In A. F. Ball & S. W. Freedman (Eds.), Bakhtinian perspectives in language, literacy, and learning (pp. 213–231). Cambridge, UK: Cambridge University Press.
   Google Scholar
• Matusov, E. (1996). Intersubjectivity without agreement. Mind, Culture, and Activity, 3(1), 25–45.
   Google Scholar
• Matusov, E. (2004). Bakhtin’s debut in education research: Dialogic pedagogy. Journal of Russian & East European Psychology, 42(6), 3–11.
   Google Scholar
• Matusov, E. (2007). Applying Bakhtin scholarship on discourse in education: A critical review essay. Educational Theory, 57(2), 215–237.
   Google Scholar
• Matusov, E. (2009a, June). Irreconcilable differences in Vygotsky’s and Bakhtin’s approaches to the social and the individual: An educational perspective. Paper presented at the Second International Interdisciplinary Conference on Perspectives and Limits of Dialogism in Mikhail Bakhtin, Stockholm, Sweden.
   Google Scholar
• Matusov, E. (2009b). Journey into dialogic pedagogy. Hauppauge, NY: Nova Science Publishers.
   Google Scholar
• Matusov, E., & Hayes, R. (2002). Building a community of educators versus effecting conceptual change in individual students: Multicultural education for preservice teachers. In G. Wells & G. Claxton (Eds.), Learning for life in the 21st century: Sociocultural perspectives on the future of education (pp. 239–251). Cambridge, UK: Cambridge University Press.
   Google Scholar
• Matusov, E., Hayes, R., & Pluto, M. J. (2005). Using a discussion web to develop an academic community of learners. Education Technology and Society, 8(2), 16–39.
   Web of Science ®Google Scholar
• Matusov, E., & Smith, M. (2007). Teaching imaginary children: University students’ narratives about their Latino practicum children. Teaching and Teacher Education, 23(5), 705–729.
   Google Scholar
• Matusov, E., St. Julien, J., & Hayes, R. (2005). Building a creole educational community as the goal of multicultural education for preservice teachers. In F. Columbus (Ed.), Contemporary teaching and teacher issues (pp. 1–38). Hauppauge, NY: Nova Publishers.
   Google Scholar
• McIntosh, P. (1990). White privilege: Unpacking the invisible knapsack. Independent School, 90(2), 31–36.
   Google Scholar
• Morson, G. S. (2004). The process of ideological becoming. In A. F. Ball & S. W. Freedman (Eds.), Bakhtinian perspectives on language, literacy, and learning (pp. 317–331). Cambridge, UK: Cambridge University Press.
   Google Scholar
• Nieto, S. (2000). Affirming diversity: The sociopolitical context of multicultural education (3rd ed.). New York: Longman.
   Google Scholar
• Pratt, M. L. (2002). Arts of the contact zone. In G. Stygall (Ed.), Academic discourse: Readings for argument and analysis (3rd ed., pp. 613–628). Mason, OH: Thomson Custom Publishing.
   Google Scholar
• Rampion Productions and Tyee Productions (Producers). (1992). The Columbus controversy: Challenging how history is written [Video]. New York: American School Publishers.
   Google Scholar
• Rogoff, B. (2003). The cultural nature of human development. New York: Oxford University Press.
   Google Scholar
• Rosenberg, P. M. (1997). Underground discourses: Exploring whiteness in teacher education. In M. Fine, L. Weis, L. Powell, & L. M. Wong (Eds.), Off white: Readings on power, privilege, and resistance (pp. 79–89). London: Routledge.
   Google Scholar
• Rossell, C. (2004/2005). Teaching English through English. Educational Leadership, December/January, 32–36.
   Google Scholar
• Sautter, R. C. (1994). Who are today’s city kids? Beyond the “deficit model.” Cityschools, 1(6), 6–10. Retrieved August 7, 2004, from http://seamonkey.ed.asu.edu/~mcisaac/emc598ge/Sautter1.html
   Google Scholar
• Sidorkin, A. M. (2002). Learning relations: Impure education, deschooled schools, & dialogue with evil. New York: Peter Lang.
   Google Scholar
• Suarez, D. (2002). The paradox of linguistic hegemony and the maintenance of Spanish as a heritage language in the United States. Journal of Multilingual and Multicultural Development, 23(6), 512–530.
   Google Scholar
• Walton, D. N. (1996). Argumentation schemes for presumptive reasoning. Mahwah, NJ: Erlbaum.
   Google Scholar
• Wertsch, J. V. (1991). Voices of the mind: A sociocultural approach to mediated action. Cambridge, UK: Cambridge University Press.
   Google Scholar
• Whitehead, J. (2006). Action research: Living theory. Thousand Oaks, CA: Sage.
   Google Scholar