Description
Solidly grounded in theory and empirical evidence, this book presents a novel methodological framework for fostering Communities of Dialogic Inquiry in primary education called Learning Together. These communities create collaborative networks of distributed cognition among school, university, and local community members to equip apprentices with a firm scientific foundation, complemented by a robust humanistic citizenship culture, enabling their participation in socioscientific practices in an informed, critical, responsible and inclusive fashion. Learning Together provides concrete, articulated, and richly illustrated teaching-learning strategies for cultivating these communities in diverse school and community settings.
In this book, the authors make a distinctive, strong and important contribution to our understanding of how education can be made most productive. They draw on a wealth of schools-based research, including their own, to link what is known about the ways humans learn and what can and should happen in classrooms. It should help to promote a more accurate conception of education as a social, cultural, communicative activity, rather than a process whereby teachers simply transmit knowledge to students. I hope it is read by teachers, researchers and others involved in education everywhere . Neil Mercer, Emeritus Professor of Education, University of Cambridge, UK
For the authors of this fascinating and timely volume, communities of dialogic inquiry have two main aims: fostering skills that support a key human activity (learning for dialogue) and applying those skills in knowledge acquisition (learning through dialogue). The authors ground those aims in a novel yet convincing interpretation of sociocultural theory: the insightful and wide-ranging literature review that underpins their approach will be appreciated by researchers and practitioners alike. At the same time, the volume goes far beyond theory: it concludes with case studies, which indicate in detail how dialogic inquiry can be embedded in classrooms . Christine Howe, Emeritus Professor, University of Cambridge, UK
Part I Sociocultural Perspectives on Learning and Development.- Chapter 1: The situated nature of human activity.- Chapter 2: Analysing human interaction in sociocultural contexts.- Chapter 3: Understanding and Enhancing Learning and Development.- Part II Dialogic Interactions and Multiliteracies as Social Practices.- Chapter 4: The significance of promoting dialogic interactions in educational contexts.- Chapter 5: Multiliteracies as dialogic meaning-making social practices.- Chapter 6: Promoting apprentices participation in socioscientific practices through dialogic inquiry.- Part III Educational Implications: Cultivating Communities of Dialogic Inquiry.- Chapter 7: Learning Together: A methodological framework for cultivating Communities of Dialogic Inquiry.- Chapter 8: Putting it all into action: illustrating the implementation of Inquire in an educational setting.- Chapter 9: Enhancing dialogic inquiry in the context of implementing Inquire.- Chapter 10: Afterword: Origins of Learning Together and a reflection on its potential.
Sylvia Rojas-Drummond is a Professor at the Faculty of Psychology, National Autonomous University of Mexico, where she directs the Laboratory of Cognition and Communication. She received her PhD in Experimental Psychology from the University of Tennessee, USA, and has been awarded Fulbright Scholar , Distinguished Professor and National System of Researchers distinctions. She has been a visiting scholar at the UK universities of Oxford, Cambridge, Bristol, Exeter, and the Open University, and the universities of California in the USA, Utrecht and Groningen in the Netherlands, and Lausanne in Switzerland. She has spent more than four decades investigating children s social, cognitive, and psycholinguistic development, and designing and testing educational innovations to foster it. She has authored over 70 publications in these areas, which have been cited 1,241 times. She has mentored multiple generations of undergraduate and graduate students, directing 92 theses and dissertations. She has served as a methodological advisor to the National Institute for Educational Evaluation, the Ministry of Education, and the Dialogue and Argumentation for Cultural Literacy Learning in Schools European Union initiative. She is a member of the Editorial Board of Human Development , Learning and Instruction , Learning, Culture and Social Interaction , Thinking Skills and Creativity and Theory into Practice .
Ana Luisa Rubio-Jimenez is an Associate Professor at the Faculty of Psychology, National Autonomous University of Mexico (UNAM). She holds a PhD in Education and a Master s in Psychology and Education from the University of Cambridge, UK. She is a recognised member of Mexico s National System of Researchers (SECIHTI). Her work focuses on educational dialogue in teaching and learning processes, collaborative learning, scientific and cultural literacy, and the inclusion and self-determination of students with intellectual disability. She has led educational innovations in these areas, including technology-supported initiatives. Dr. Rubio-Jimenez has published in national and international journals and edited volumes, both as the lead author and as a co-author. She has participated in numerous academic forums in Mexico and abroad as a speaker and by conducting workshops. She has also served as a consultant for SUMMA, the Laboratory for Research and Innovation in Education for Latin America and the Caribbean, which was created by the Inter-American Development Bank (IDB). At UNAM, she teaches undergraduate courses and directs and supervises undergraduate theses.
Ana Laura Trigo-Clapés is an Associate Professor in the Faculty
