Abstract
The interaction between teachers and students has been a defining element of schooling for a long time, and the classroom and its communicative practices stand as symbols of institutionalized education. Although there is a considerable continuity in the manners in which learning activities in this particular setting have been organized over the centuries, the general social context in which classrooms operate, and the nature of the learning that is expected to take place, have changed rather dramatically. This chapter comments on some of the main themes addressed by the authors of this volume. The notion of dialogic learning is discussed both as an analytical and theoretical approach to understanding the nature of learning in complex societies, and as a pedagogical and philosophical premise for developing classroom practices that promote student-centred and participatory learning activities.
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© 2004 Kluwer Academic Publishers
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Säljö, R. (2004). Notes on Classroom Practices, Dialogicality, and the Transformation of Learning. In: van der Linden, J., Renshaw, P. (eds) Dialogic Learning. Springer, Dordrecht. https://doi.org/10.1007/1-4020-1931-9_13
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DOI: https://doi.org/10.1007/1-4020-1931-9_13
Publisher Name: Springer, Dordrecht
Print ISBN: 978-1-4020-1930-2
Online ISBN: 978-1-4020-1931-9
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