文献导读 | 巴赫金对话理论：在教育学、方法论以及分析上的探究
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简介 Brief Introduction
This article describes the application of Bakhtin’s (1981, 1986a,b) the orisation of language as dialogue to the study of young students’ struggle with discourses of ethnicity within the context of a Studies of Asia curriculum project (Hamston 2003). Bakhtin’s rich conceptualisation of the productive and ethical nature of dialogue has operated at all levels in this study as a theoretical, pedagogical, methodological and analytic research construct.
It is hoped that the description of the research provided here contributes to the field of discourse-based research in several key ways. First and foremost, the model of dialogic pedagogy central to the research was informed by Bakhtin’s (1981, 1986a,b) belief in the moral responsibility of language and thus resonated with the need in complex and changing global and local conditions for education as ‘good work’ (Carlson 1997a,b, 2002, Gardner et al. 1999, Luke & Carpenter 2003, Willinsky, 1998). As researcher/teacher in this study, I situated at the centre of the research the kinds of questions that relate to what Weis and Fine (2003) define as issues of power, privilege, standpoint, knowledge and difference. Secondly, the dialogic nature of the data collected over time allowed for a nuanced and complex portrait of the key research participants’ ‘ideological becoming’ (Bakhtin 1981) and brought to the fore the different social ‘voices’ that they chose to speak through. Finally, the location of discourses in the students’ spoken and embodied language through a fine-grained linguistic analysis resonated with Bakhtin’s (1986a) call for a profound understanding of language.
研究问题 Research Questions
此研究旨在通过描述Bakhtin’s Theory of Dialogue，在几个重要方面来协助以话语为基础的研究。尤其以对话为背景的在澳大利亚人在的本地文化、澳亚裔人在澳大利亚创造的异国文化以及影响。尤其关于权力、立场、认知与分析能力的不同。
研究方法 Research Methods
本文通过对Bakhtin’s Theory of Dialogue在对教育学、方法论以及分析上进行探究，本项研究是在墨尔本的一所私立英国圣公会女子学五年级一间教室进行的，共有26名学生参与。把澳洲人与在澳亚洲人通过对话的不同交流内容而达到不同程度的沟通，参加了为期十周的亚洲课程研究项目，让参与者了解殖民澳大利亚的多重表征；对“澳大利亚”的相互竞争的话语，“亚洲”和“亚洲在澳大利亚的存在”；以及持久的种族习俗与澳大利亚的优越性。从民族、潜意识、思想以及对社会的认知等来阐述其不同与隐藏的含义。
读后感 Comment
之前对Bakhtin’s Theory of Dialogue 有所了解，但是通过阅读本文对其有更深刻的认识。就教育本身来讲，不同文化背景、环境造成人的不同认知。然而如何就当前环境对自身、自己的民族与国家以及社会有更深刻与更综合的认知需要当代学习者们迫切考虑的问题，之前讨论过的跨文化冲突，休克以及对文化的误解已经引得教育者们研发对此的关注。如今，面对更加复杂的社会局势，如何端正不同国界学习者的态度变得尤为重要：智者，多在思维与坚持上超越。因此，借用Bakhtin’s Theory of Dialogue对教育学、方法论等的不同模型的分析，以及实在案例的分析来剖析差异与可操作的策略。
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