[Xmca-l] Ideological Becomings in (Post)Socialist Childhood and Schooling from a Dialogic Framework

[Ana Marjanovic-Shane]

Dear XMCA friends and colleagues!

Dialogic Pedagogy Journal is issuing the following Call for papers for a
special issue of Dialogic Pedagogy <http://dpj.pitt.edu/> journal

According to Bakhtin (1986) and Medvedev (1985), “ideological becoming” is
the formation of ideological subjectivity within the historical, political
and cultural “ideological environment,’’ in which an individual lives. This
formation is both reactive, emergent, and proactive, dialogic. Individual
ideological subjectivity is shaped and constrained by its historical,
political and cultural ideological environment. However, at the same time
an individual creatively and at times dangerously transcends her/his
ideological environment in her/his ideological becoming.

Among other things, the XX century was characterized by the emergence and
then decline of the so-called real socialism political and economic
regimes. We feel it is important to document and analyze Ideological
Becoming in (Post)Socialist Childhood and Schooling from a Dialogic
Framework, while participants are still available.

This special DPJ issue aims to bring together those who had first-hand
experiences with or conduct educational and/or historical research with
children and schooling in (post)socialist societies.

(Post)socialist childhood and schooling in (post)socialist education system
are usually assumed to be monolithic and authoritarian, far from dialogic.
However, by reflecting on our own or other’s experiences, narratives and
observations of (post)socialist childhood, we realized that our memories,
experiences and observations might offer unique and enriching soil for
understanding, exploring, reflecting, and critiquing dialogic pedagogical
theories. Through this special issue, we hope to expand the scholarship of
this community to the territory of a space and time that were not
previously examined (sufficiently) for dialogic pedagogy by creating
interests and forums for dialogues.

Following are a few exemplary (non-exclusive) questions that we are
interested to explore in this special issue:


   1. What constituted dialogical pedagogy under the (post)socialist
   education system? What aspects of the socialist childhood/schooling were
   dialogical and what were not?
   2. What was the boundary for dialogic pedagogy in (post)socialist
   childhood?
   3. How did the dialogical (monological) schooling, parenting and
   child-caring made children social and political?
   4. How did children (students) and teachers construct dialogues with the
   confinements of and the opportunities provided by the space, time and
   everyday lives in (post)socialist childhood (including family lives,
   parenting and school lives, museums, specialized/elite schools, camps,
   collective farms, after-school activities, etc.)?
   5. How did diversity—language, sexuality, gender, ethnicity, race,
   (dis)ability, and other factors of diversity influence the construction and
   people’s participation of dialogues in (post)socialist schooling?
   6. What lessons can be learned from (post)socialist childhood that might
   challenge our understanding of how learning, schooling, and dialogues are
   influenced by the political regimes in the past and today’s world?

We understand that there are as many contradictions, complexities and
dualisms in (post)socialist childhood as in dialogic pedagogy, we welcome
scholars in a diversity of fields of studies to contribute to this special
issue.  Thereby, we loosely define “dialogic pedagogy” as any scholarship
and pedagogical practice, from educational researchers, philosophers, and
practitioners, which values and gives priority to “dialogue” in
learning/teaching/educating across a wide range of institutional and
non-institutional learning settings.

We welcomed author’s experimentation and creativity in genres and
approaches to their autobiographical research and writing – a variety of
sources of narratives including (but not limited to) autoethnographic
accounts, collective biography, qualitative interviews, historical
analysis, and discourse analysis.

Scholars in fields outside of education but relevant to dialogic pedagogy
are also encouraged to submit manuscripts (and participate in commentaries
and online discussion), including but not limited to history, anthropology,
sociology, linguistics, social work, psychology, philology, political
science, social and criminal justice, philosophy, and so on.

If you are interested, please submit 1-2-page proposal by March 1, 2017 to
Dr. Lei Chen leich87@gmail.com (please contact her if you have questions).
If you are selected, you will be expected to submit the first draft of your
entire paper by October 1, 2017. The final draft is expected by February 1,
2018. Please see the DPJ guidelines for a manuscript submission here:
http://dpj.pitt.edu/ojs/index.php/dpj1/about/submissions#authorGuidelines

References

Bakhtin, M. M. (1986). Speech genres and other late essays. Austin:
University of Texas Press.
Medvedev, P. N. (1985). The formal method in literary scholarship: A
critical introduction to sociological poetics (A. J. Wehrle, Trans.).
Cambridge, Mass.: Harvard University Press.

* * *
All the best,

Ana
-- 
*Ana Marjanovic-Shane*
Dialogic Pedagogy Journal, Editor (dpj.pitt.edu)
Chestnut Hill College, Associate Professor of Education
e-mails: shaneam@chc.edu
              anamshane@gmail.com
US phone: +1 267-334-2905
Serbian phone: +381 62 1904 110