“Bridging the Gap”: Difference,Dialogue, and Community Organizing

The purpose of this study is to understand a citywide initiative to increase diversity and inclusion in a predominantly white US city with a tragic racial history. This research reveals prevailing struggles with communicating about diversity and race and taking meaningful actions to promote social change. Using theories of difference and dialogue, we analyze in-depth, qualitative fieldwork with three voluntary organizations: The Chamber of Commerce; The Network; and Minorities in Business. Our work answers calls to center race and embodied differences and extends theorizing on dialogic sensibilities. The findings reveal that difference organizes dialogue through: (1) the ongoing construction of context; (2) the mobilizing of social change efforts; and (3) the intermingling of economic and racial justice discourses. Ultimately, we hope this work encourages further conversation about difference, race, and engaged scholarship.     

Allies in Action: The Communicative Experiences of People Who Challenge Social Injustice on Behalf of Others

This study explores the lived experiences of people who act as allies in the interest of social justice. Interviews were conducted to investigate the meaning of the ally identity and the tactics allies use to interrupt stereotypes, prejudice, and discrimination against others. Findings suggest that people who speak out on behalf of social justice from positions of relative power do so (a) out of identity concerns that emphasize moral obligations, (b) largely through authoritative and dialogic strategies that draw on their symbolic capital, and (c) in ways that reflect ideologies of culturally dominant groups. The study also describes tensions arising out of the contradictory nature of deploying social power against the system that confers it. Conventional definitions of “allies” that rely on static notions of power, finally, are challenged as too simplistic.     

From the Parlor to the Barnyard: Obama and Holder on Race

This essay explores Barack Obama's “A More Perfect Union” speech and Eric Holder's speech marking African American History Month as a case study of contemporary public discourse on race. This article argues that in these speeches, Obama and Holder perform the social drama of race relations in profoundly different ways. Drawing on the Burkean parlor and barnyard as metaphors of rhetorical form, the analysis demonstrates the interplay of these dialogic and agonistic forms in motivating democratic deliberation on race. Implications of these rhetorical forms for healthy democratic practice are discussed.     

Dialogic understanding of teachers' online transformative learning: A qualitative case study of teacher discussions in a graduate-level online course

Teachers are expected to implement new educational technologies and adapt to new teaching environments. However, it involves a complex learning process that can lead to their perspective transformation. We have developed and taught a discussion-based online course to facilitate teachers' transformative learning. This qualitative case study examines teachers' perspective transformation in our course to understand the nature of effective online teacher-to-teacher discussions. Based on a theoretical framework that integrates Mezirow's transformative learning model and Bakhtin's dialogism, this paper builds on previous literature on teacher-to-teacher discussions as well as providing a fresh perspective to inform the current globalized teacher education context.     

“两栖作家”程抱一与中法文化交流

旅法华裔作家程抱一以其双重身份和双重视角,担当了中法文学、文化交流的使者。他致力于中西文化交流,传播中国传统文化精华,融会东西方思想,使自己的思想提升到新的高度。他在与西方主流文化的对接、对话中,实现了中西思想的双向互动,在理论著述中实现中西文化的互补互识、融会贯通。在文学创作实践中,程抱一善于发掘中国文化资源,善于吸取西方文化滋养,用中西双重的目光来审视母体文化和异质文化,从而在作品的精神内涵上有新的突破和提升。     

Discursive Strategies of Civil Disagreement in Public Dialogue Groups

This case study investigates how participants in public dialogue sessions engaged in what they term “civil disagreement.” These sessions encouraged participants to explore a wide range of policy options on a public issue and consider diverse perspectives and possibilities for action. Using Action Implicative Discourse Analysis, we examine civil disagreement as a discursive problem. We argue that “civil disagreement” in public dialogue sessions is temporally bound, involves extended engagement in disagreement, and is viewed as productive by group members. Group members use discursive strategies such as challenging through questions, rearticulating claims while acknowledging other perspectives, and editing or reframing. Group members also use silence to demonstrate listening or to indicate their assessment of the situation as finalized. These discursive strategies demonstrate aspects of participants' situated ideals about public dialogue, which are related to their role in the disagreement and their construals of time. We offer practical implications for facilitators' use of guidelines, discussion of timing, and awareness of the multiple meanings of silence during disagreement.     

A Critical Discourse Analysis on News Reports of the 3rd US-China Strategic & Economic Dialogue

Critical Discourse Analysis has increasingly drawn the attention of scholars as a new perspective of discourse analysis.By studying the linguistic features and structures,it can analyze the relation between discourse,power and ideology.In this paper we analyze news re ports of foreign affairs,which draw little attention in previous studies.We make a critical analysis of the 10 news reports on the 3rd US-China strategic and Economic Dialogue in American and in Chinese news media.The analysis will be conducted from 2 categories:modal auxiliary and lexical repetition.     

设计型研究在英语教学中的应用——以PEP小学四年级英语为例

利用设计型研究的方法,通过对教学过程进行干预指导并构建英语虚拟对话系统,进而制定促进小学生英语学习兴趣和效率的框架系统。将信息技术和系统设计方法结合英语教学,从技术层面切入探究提高小学生英语学习效果的方法。     

论现代远程对话教育

真的教育是一种对话教育。在现代远程开放教育中,对话作为一种教育现象客观上无处不在,现代远程教育其实质是对话教育。对话是一种有效的导学方式和学习方式,它不断促使教师与学生构筑起现代远程教育的学习共同体。参与现代远程教育的师生,必须认识对话、尊崇对话、学会对话,对话是一种必须坚持的导学观、学习观、文化观。