Introduction: Inspired by Bakhtin—The Aim, Focus, and History Behind This Research ProjectPart I Teaching Cases and Their Online DiscussionChapter 1.1: Two Teaching Cases with Online Forum DiscussionsChapter 1.2: Standalone Teaching CasesPart II Analyses of Teaching Cases: Issues in Bakhtinian PedagogyChapter 2.1: What Is Bakhtinian Pedagogy for the Interviewed Bakhtinian Educators?Chapter 2.2: Ontological EngagementChapter 2.3: The Educational Vortex in Bakhtinian PedagogyChapter 2.4: Teacher–Student Power Relations in Bakhtinian PedagogyChapter 2.5: Bakhtinian Pedagogy in Conventional Educational InstitutionsPart III Dialogic Research ArtChapter 3.1: Introducing Dialogic Research ArtChapter 3.2: Dialogic and Positivist Research in the Social SciencesChapter 3.3: Summarizing Contrasts and Boundaries Between Positivist and Dialogic ResearchPart IV Conclusion: Lessons, Regrets, and HopesChapter 4.1: Lessons We Learned About Bakhtinian PedagogyChapter 4.2: Regrets About Our Polyphonic Dialogic ResearchChapter 4.3: Hopes About the Future of Bakhtinian Pedagogy and Dialogic ResearchChapter 4.4: Project Participants’ Holistic Judgments About the Book

This book presents voices of educators describing their pedagogical practices inspired by the ethical ontological dialogism of Mikhail M. Bakhtin. It is a book of educational practitioners, by educational practitioners, and primarily for educational practitioners. The authors provide a dialogic analysis of teaching events in Bakhtin-inspired classrooms and emerging issues, including: prevailing educational relationships of power, desires to create a so-called educational vortex in which all students can experience ontological engagement, and struggles of innovative pedagogy in conventional educational institutions. Matusov, Marjanovic-Shane, and Gradovski define a dialogic research art, in which the original pedagogical dialogues are approached through continuing dialogues about the original issues, and where the researchers enter into them with their mind and heart.

Presents diverse Bakhtinian dialogic pedagogies through a selection of unique teaching casesIntroduces a new paradigm of dialogic polyphonic research art in a critical dialogue about Bakhtinian pedagogyExamines important issues of Bakhtinian ethical dialogic framework including: ways diverse educators conceptualize being Bakhtinian, importance of students’ ontological engagement, power relationships between teachers and students, and tensions between Bakhtinian educational philosophy and practice and conventional educational institutions