Journal of Dialogue Studies最新文献_第2页

Aspects of Effective Dialogic Interventions 有效对话干预的各个方面

Journal of Dialogue Studies Pub Date : 1900-01-01 DOI: 10.55207/besn7484

D. Macy

{"title":"Aspects of Effective Dialogic Interventions","authors":"D. Macy","doi":"10.55207/besn7484","DOIUrl":"https://doi.org/10.55207/besn7484","url":null,"abstract":"Based upon on a broad reading of quantum physicist David Bohm’s work and upon my organisational experience, I propose that effective interventions into problem situations require three aspects: dialogue, whole-system involvement, and identification of systemic issues. Without partnership of these three aspects, the real problem often hides in the crevices, leading interveners to focus on the wrong problem and to further solidify the original conflict. Concepts that underlie Bohm’s science and philosophy serve as metaphors for his process of dialogue as well as for this paper. In Bohm’s view the relationship of wholes and parts underlies scientific as well as all other processes. A problem arises from fragmentation, a breakage within the essential relationship of the parts that manifests in our societal, organisational and personal conflicts. His process of dialogue proposes to mend and reweave those fragments back into their participation in the whole. In dialogue, by placing a societal or organisational issue within its context and by viewing fragmentation from various perspectives, we begin the process of mending and rebuilding a broken issue back into wholeness. The image of the spiral suggested by Bohm describes the pattern underlying his dialogue, as well as the intervention model I propose. Brief narratives from organisational and societal-cultural interventions based upon these three aspects demonstrate their application in diverse situations and types of conflict.","PeriodicalId":102543,"journal":{"name":"Journal of Dialogue Studies","volume":"118 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115684456","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Rethinking Dialogue Practices among Children: Philosophy for Children and Phenomenology as Approach towards Conflict Resolution in a Diverse Classroom 重新思考儿童间的对话实践:儿童哲学与现象学作为解决多元课堂冲突的途径

Journal of Dialogue Studies Pub Date : 1900-01-01 DOI: 10.55207/vzna6175

Aireen Grace T. Andal

{"title":"Rethinking Dialogue Practices among Children: Philosophy for Children and Phenomenology as Approach towards Conflict Resolution in a Diverse Classroom","authors":"Aireen Grace T. Andal","doi":"10.55207/vzna6175","DOIUrl":"https://doi.org/10.55207/vzna6175","url":null,"abstract":"This work takes off from the key concepts of Paul Weller’s thoughts on contemporary challenges to dialogue, which it adapts to the context of children’s dialogue in diverse classroom settings. The challenge in a diverse classroom is how to adapt a strategy to acknowledge the diversity of participants and reach a peaceful and productive dialogue. This article shows how Philosophy for Children (P4C) together with a phenomenological approach can be used as a tool for addressing the challenges Weller has mentioned to address the issue of children’s differences. Then, this article shows the potential of using a phenomenological approach and lived experience to establish a bridge between Philosophy for Children, critical reflection, and understanding differences in the classroom. This work argues that phenomenology as an approach is useful for P4C to have a dialogue aimed at understanding diversity, solidarity, and even pluralistic democratic engagement. Such discussions have implications for facilitating dialogue in linguistically diverse classrooms, intercultural and interethnic classrooms, and digital classrooms. Finally, this article identifies key areas for future research. This work seeks to speak and contribute to the literature on dialogic research by problematising children’s discursive positions as learners and participants of dialogue.","PeriodicalId":102543,"journal":{"name":"Journal of Dialogue Studies","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114800248","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

The Origin of Intercultural Dialogue Practice in European Union External Action 欧盟对外行动中跨文化对话实践的起源

Journal of Dialogue Studies Pub Date : 1900-01-01 DOI: 10.55207/mtqn2254

P. de Perini

{"title":"The Origin of Intercultural Dialogue Practice in European Union External Action","authors":"P. de Perini","doi":"10.55207/mtqn2254","DOIUrl":"https://doi.org/10.55207/mtqn2254","url":null,"abstract":"This paper analyses the origin of the practice of ‘intercultural dialogue’ as a tool for European Union external action towards the Mediterranean. ICD is currently a relevant instrument in EU external relations. However, when it was first launched in 1995, in the policy initiative known as the Euro-Mediterranean Partnership or the Barcelona Process, ICD was granted little effort by the partners involved. Many accounts from that period agree that this tool initially took a back seat if compared to other political-economic priorities in the EU agenda in this initiative. The paper aims to investigate the reasons for the initial neglect of this tool, which was considered by many to be a relevant innovation when it was launched, but that has actually become a relevant resource for EU external action only recently. Through analysis of EU policy documents of the period, the paper demonstrates that the EU had envisaged strategic use of ICD before 1995, in particular, in the hope of tackling key issues, such as mounting xenophobia in Europe and escalating Islamic fundamentalism in the Maghreb. It thus identifies a dual explanation for the limited and ineffective scope attributed to ICD in the first years of the Barcelona Process. On the one hand, in 1995 a number of Mediterranean partner countries were reluctant to lend much credit to the intercultural aspects of regional cooperation, and, on the other, the EU at that time had a growing but still restrained perception of urgency for the emerging issues that ICD was designed to address.","PeriodicalId":102543,"journal":{"name":"Journal of Dialogue Studies","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117244514","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Polish Round Table 1989: Negotiating the Revolution 1989年波兰圆桌会议:革命谈判

Journal of Dialogue Studies Pub Date : 1900-01-01 DOI: 10.55207/tent8367

A. Szewczak

引用次数: 0

Dialogue: A Promising Vehicle to Steer Transformative Local Change towards More Sustainable Communities? 对话:引导地方变革走向更可持续社区的有希望的工具?

Journal of Dialogue Studies Pub Date : 1900-01-01 DOI: 10.55207/vsra4602

Nora Ratzmann, Anna Hüncke, J. Plessing

{"title":"Dialogue: A Promising Vehicle to Steer Transformative Local Change towards More Sustainable Communities?","authors":"Nora Ratzmann, Anna Hüncke, J. Plessing","doi":"10.55207/vsra4602","DOIUrl":"https://doi.org/10.55207/vsra4602","url":null,"abstract":"This paper engages in a reflection on how, and under what conditions, dialogue can contribute to local transformative change towards climate neutrality, based on the case of the German city of Marburg which has engaged in a collaborative governance process to steer climate mitigation since 2019. The research findings are drawn from the work of the 2020-created Franco-German Forum for the Future. The project seeks to increase dialogue among states, citizens, and the economy to foster learning, mutual understanding and ultimately collaboration for an inclusive socio-ecological transition. Hence, dialogue plays a central role in both objectives and the methodology in our work with the city of Marburg, based on a collaborative action-research approach. Central to the Forum’s approach are different forms of tailored dialogic engagements, including reflection sessions with our research partners, interviews and theme-based peer-to-peer dialogues between various local initiatives to create space for experience-sharing and knowledge transfer. In this paper, we show how dialogue can create space for self-reflection among stakeholders to recognise some of the structural barriers of designing and implementing local climate policy. Findings offer insights into how multi-stakeholder exchanges can ease conflict in working relationships, by making divergent role understandings and institutional constraints more explicit. We also reflect on the framework conditions dialogue requires to enable collaborative implementation of local policies.","PeriodicalId":102543,"journal":{"name":"Journal of Dialogue Studies","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125205324","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Principles of the Construction of the “Other” in Fethullah Gülen’s Thought 法土拉·葛兰思想中“他者”建构的原则

Journal of Dialogue Studies Pub Date : 1900-01-01 DOI: 10.55207/jvzp3148

Özgür Koca

引用次数: 0

Dialogue in Lockdown: Online Dialogue and its Lessons Amidst Rising Popularism 封锁中的对话:民粹主义崛起中的在线对话及其教训

Journal of Dialogue Studies Pub Date : 1900-01-01 DOI: 10.55207/fqss1355

A. Smith

{"title":"Dialogue in Lockdown: Online Dialogue and its Lessons Amidst Rising Popularism","authors":"A. Smith","doi":"10.55207/fqss1355","DOIUrl":"https://doi.org/10.55207/fqss1355","url":null,"abstract":"In March 2020, the UK government imposed a national lockdown in an attempt to halt the spread of Coronavirus. The measures came into force overnight causing people to adapt rapidly to a new and unprecedented situation. Faith groups responded quickly broadcasting services online and setting up systems of support for members of their community. In Birmingham, a number of interfaith events were initiated using online meeting platforms such as Zoom. This paper will analyse three online interfaith dialogues that I was involved in. The first was a series of weekly dialogues I hosted, the second was an interfaith iftar hosted by the Bishop of Birmingham, organised by myself and the third were youth dialogues run by The Feast youth organisation. The events will be described and analysed taking into consideration their structure, content, and philosophy, drawing on dialogue theories to explore their methodologies and intended outcomes. The analysis of the events considers the challenges and opportunities of developing constructive group dialogue online, power dynamics that were exposed, and how access and familiarity with software raised issues of inclusion. Safeguarding is discussed with reference to the intersection between safeguarding and power to control conversation. The paper was written as Black Lives Matter protests took place challenging the effectiveness of online activity to counter popularism and prejudice. The physical protests came shortly after several major religious festivals were obliged to be held online, consequently, the paper will conclude with a reflection on this phenomenon and the connection between online and offline activity.","PeriodicalId":102543,"journal":{"name":"Journal of Dialogue Studies","volume":"355 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115931470","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The ‘Prevent Duty’ (Counter-Terrorism and Security Act 2015) and its Impact on English Secondary Schools: A View from Leadership “预防责任”(2015年反恐和安全法案)及其对英国中学的影响:来自领导层的观点

Journal of Dialogue Studies Pub Date : 1900-01-01 DOI: 10.55207/sqli4409

Adam Peter Lang

{"title":"The ‘Prevent Duty’ (Counter-Terrorism and Security Act 2015) and its Impact on English Secondary Schools: A View from Leadership","authors":"Adam Peter Lang","doi":"10.55207/sqli4409","DOIUrl":"https://doi.org/10.55207/sqli4409","url":null,"abstract":"The paper considers ‘dialogue’ and seeks to begin to consider what has been succeeded and what has not yet been succeeded with the ‘Prevent duty’ in English secondary schools. In July 2015, a legal duty came into force requiring that ‘specified authorities’ in England, which included schools, show ‘due regard to the need to prevent people from being drawn into terrorism’. This is popularly referred to as the ‘Prevent duty’. Prevent, developed by the Home Office in 2003 out of full public scrutiny, and only fully operationalised following the 7 July 2005 London bombings, has consistently been the most contentious element of the UK Government Counter- Terrorist Strategy (CONTEST). Four years on, my research aim is to find out how the ‘Prevent duty’ has been enacted by school and college leaders in secondary schools and colleges in England and additionally, to discover to what extent, if any, the ‘Prevent duty’ has ‘securitised’ education and what effect, if any, it has had on free speech in schools. I have rich data from school leaders and schools in various geographical locations. My key findings use the work of Stephen. J. Ball on policy enactment, explore different policy actor positions and consider how Prevent is impacting on schools, on the professionalism of school leaders and on concepts such as ‘free speech’ and ‘securitisation’. Using Michel Foucault to think differently, I place my work in the global context of ‘An Age of Anger’. Can Foucault’s method be helpful in analysing education policy and practice or does such a lens blur our understanding? Is it possible to evaluate the ‘Prevent duty’ in terms of success and failure? How important is dialogue in this field?","PeriodicalId":102543,"journal":{"name":"Journal of Dialogue Studies","volume":"66 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132797227","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

The Cohesion of Schools as Communities in the Management of COVID-19 Pan- demic: Reflections, Narratives, Fears and Hopes from the Voices of Children in Eng- land and Italy 新冠肺炎疫情管理中学校作为社区的凝聚力:来自英国和意大利儿童之声的反思、叙述、恐惧和希望

Journal of Dialogue Studies Pub Date : 1900-01-01 DOI: 10.55207/gwil2829

Federico Farini, Claudio Baraldi, A. Scollan

{"title":"The Cohesion of Schools as Communities in the Management of COVID-19 Pan- demic: Reflections, Narratives, Fears and Hopes from the Voices of Children in Eng- land and Italy","authors":"Federico Farini, Claudio Baraldi, A. Scollan","doi":"10.55207/gwil2829","DOIUrl":"https://doi.org/10.55207/gwil2829","url":null,"abstract":"The classroom can be a community of dialogic practices where personal and cultural identities are constructed and negotiated and a key context for integration of children with migrant background. However, for the first time in many decades, children across Europe, and globally, have been removed from their primary contexts of socialisation in the public health scramble to contain the pandemic, primarily through extended lockdowns. The consequences of the management of the COVID-19 pandemic on the cohesion of schools as intercultural communities of learning impacted on teachers, children and families. Public health measures to contain the COVID-19 pandemic affect the quality of children’s learning experience and deny access to the classroom as a space of socialisation and intercultural dialogue. Developing from the analysis of 50 focus groups with children in Italian and English primary and secondary schools, this contribution discusses the perspective of children on how the management of the pandemic: 1) impacted on the learning experience, in particular the progression of children with limited access to suitable spaces and resources for home learning; 2) affected the networks of social relationships and intercultural dialogue that have the classroom as their substratum.","PeriodicalId":102543,"journal":{"name":"Journal of Dialogue Studies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115977332","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Dialogue and the Cultural Other in Conflict Situations: An Augmented Understanding 冲突情境中的对话与文化他者:一种增强的理解

Journal of Dialogue Studies Pub Date : 1900-01-01 DOI: 10.55207/tsoi9762

Michael Atkinson

{"title":"Dialogue and the Cultural Other in Conflict Situations: An Augmented Understanding","authors":"Michael Atkinson","doi":"10.55207/tsoi9762","DOIUrl":"https://doi.org/10.55207/tsoi9762","url":null,"abstract":"In edition 1 volume 1 of the Dialogue Journal I outlined the case for a three-tiered framework to theoretically position intergroup dialogue. The framework was based on a) the concept of difference between groups, b) the bridging of difference through an inclusive vision, and c) transformation framed through the understanding of predominant dialogue scholars, chief amongst which was Paulo Freire. Although useful, I found the framework inadequate, particularly when applied to conflict situations. In short it fails to appreciate and interrogate difference and its role in the dialogue process. In particular, it does not take account of the competing narratives upon which difference and conflicting identities can interact. A framework of moral psychology based on the workings of behavioural psychologist Johnathon Haidt was utilised to go deeper into the manner in which people construct their sense of cultural identity. Haidt argues that we position the cultural other according to broad conceptions of moral reality to identify with either the certainty of a cultural in-group or the flexibility of broad notions of humanity. This paper explores this augmented framework of dialogue in the case of negotiations to treaty between Aboriginal Victorians and the Victorian government in Australia. Data analysis on interviews of key figures in the treaty process, as well as the analysis of an online interactive campaign involving members of both groups, revealed a hidden complexity to the dialogue process and the discourses from which cultural threat is framed. The paper argues the case that well thought out theories around identity can augment our understanding of dialogue.","PeriodicalId":102543,"journal":{"name":"Journal of Dialogue Studies","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116141102","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1