Michael Holquist's masterly study draws on all of Bakhtin's known writings, providing a comprehensive account of his achievement. This edition includes a new introduction, concluding chapter and a fully updated bibliography.Mikhail Bakhtin's ideas have influenced thinking in literary studies, anthropology, linguistics, psychology and social theory. Michael Holquist's masterly study draws on all of Bakhtin's known writings providing a comprehensive account of his achievement. Widely acknowledged as an exceptional guide to Bakhtin and dialogics, this book now includes a new introduction, concluding (...) chapter and a fully updated bibliography. He argues that Bakhtin's work gains coherence through his commitment to the concept of dialogue, examining Bakhtin's dialogues with theorists such as Saussure, Freud, Marx and Lukacs, as well as other thinkers whose connection with Bakhtin has previously been ignored.Dialogism also includes dialogic readings of major literary texts, Mary Shelley's Frankenstein, Gogol's The Notes of a Madman and Fitzgerald's The Great Gatsby, which provide another dimension of dialogue with dialogue. (shrink)

Recognized as a landmark of twentieth century intellectual history, I and Thou is Buber's masterpiece.

Upon its recent publication in Portuguese, Paulo Freire’s newest book became an instant success. This English translation is sure to meet with similar acclaim. In Teachers as Cultural Workers, Freire speaks directly to teachers about the lessons learned from a lifetime of experience as an educator and social theorist. No other book so cogently explains the implications for classroom practice of Freire’s latest ideas and the pathbreaking theories found in Pedagogy of the Oppressed and other treatises.This book challenges all who (...) teach to reflect critically on the meaning of the act of teaching as well as the meaning of learning. Freire shows why a teacher’s success depends on a permanent commitment to learning and training, as part of an ongoing appraisal of classroom practice. By observing the curiosity of students and the manner through which students develop strategies for learning, the teacher is helped in discovering doubts, successes, and the teacher’s mistakes. When teachers open themselves to recognize the different roads students take in order to learn, they will become involved in a continual reconstruction of their own paths of curiosity, opening the doors to habits of learning that will benefit everyone in the classroom. (shrink)

In this book, we come to understand the author's pedagogical thinking even better, through the critical seriousness, humanistic objectivity, and engaged ...

The essays assembled here are all very early and differ in a number of ways from Bakhtin's previously published work.

This text explores Mikhail Bakhtin's reliance on the terms and concepts of theology. It begins with an identification of the theological categories and terms recalling Christology in general and Trinitarianism in particular that emerge throughout Bakhtin's long and varied career. Alexander Mihailovic discusses the elaborately wrought subtextual imagery, wordplay, and palpable orality of Bakhtin's theology of discourse, and explores the role that theology plays in supporting Bakhtin's ideas about the anti-hierarchical drift of language and culture.

This book consists of a collection of original essays on the work of Paulo Freire, based on diverse experiences of First and Third world contexts. All of authors argue that Paulo Freire is the cornerstone upon which a new vision and strategies of liberation can be built. The book offers a broad interpretive base addressing Marxist and post-socialist, modern and post-modern, hermeneutical, feminist and post-colonial perspectives.

This dialogue between two of the most prominent thinkers on social change in the twentieth century was certainly a meeting of giants. Throughout their highly personal conversations recorded here, Horton and Freire discuss the nature of social change and empowerment and their individual literacy campaigns.

This book focuses on two of the most cited figures in the debate on radical education, Antonio Gramsci (1891-1937) and Paulo Freire (1921-1997). Both regarded forms of adult education as having an important role to play in the struggle for liberation from oppression. Peter Mayo examines the extent to which their combined insights can provide the foundation for a theory of transformative adult education. He considers their respective contributions to the development of such a theory, analyzes their ideas comparatively and (...) identifies some of the limitations in their work for incorporation into a theory. The book concludes with a major synthesis of their ideas in the context of other adult educators' more recent contributions in order to develop a theory of transformative adult education. (shrink)

On the 20th anniversary of its publication, this classic manifesto is updated with an important new preface by the author. Freire reflects on the impact his book has had, and on many of the issues it raises for readers in the 1990s. These include the fundamental question of liberation and inclusive language as it relates to Freire's own insights and approaches.

'This book is a masterpiece of theoretical thought. It anticipates the actual achievements of much of what we now call sociolinguistics.

In dialogues with 11 key thinkers in the area of critical education, this book documents how a tradition of study grew in the United States. Through in-depth interviews, the author asks each of these thinkers to talk about the relationship between their personal experiences and their academic work. The reader will learn, through listening to these intellectual, political and personal biographies, how and why these individual scholars have struggled for more than three decades to expand the borders of critical education (...) studies. Interviews are held with Henry Giroux, Henry Levin, Herbert Gintis, Jeannie Oakes, Martin Carnoy, Maxine Greene, Michael Apple, Samuel Bowles, Paulo Freire, Gloria Lanson-Billings and Geoff Whitty, among others. (shrink)

This paper considers Hermann Hesse’s novel, The Glass Bead Game, in the light of Paulo Freire’s educational philosophy. The Glass Bead Game is set in Castalia, a “pedagogical province” of the 23rd century. It is argued that the central character in the book, Joseph Knecht, undergoes a complex process of conscientisation. Knecht develops an increasingly critical understanding of Castalian society, questioning some of its most cherished assumptions while nonetheless deepening his appreciation of the beauty of the Glass Bead Game. He (...) becomes less certain of his certainties as he grows older, and eventually decides to give away his prestigious post as Magister Ludi to pursue a quiet life as a tutor. Dialogue plays a key role in the development of Knecht’s critical consciousness. Freirean theory is seen to provide a robust framework for the analysis of key themes in Hesse’s text. At the same time, The Glass Bead Game is helpful in demonstrating the meaning and significance of conscientisation and dialogue for educational lives. (shrink)

Mikhail Bakhtin is one of the most influential theorists of philosophy as well as literary studies. His work on dialogue and discourse has changed the way in which we read texts – both literary and cultural – and his practice of philosophy in literary refraction and philological exploration has made him a pioneering figure in the twentieth-century convergence of the two disciplines. In this book, Graham Pechey offers a commentary on Bakhtin’s texts in all their complex and allusive ‘textuality’, keeping (...) a sense throughout of the historical setting in which they were written and of his own interpretation of and response to them. Examining Bakhtin’s relationship to Russian Formalism and Soviet Marxism, Pechey focuses on two major interests: the influence of Eastern Orthodox Christianity upon his thinking; and Bakhtin’s use of literary criticism and hermeneutics as ways of ‘doing philosophy by other means’. (shrink)

Dialogism means many things to many people, sometimes without reference to Bakhtin. Recognizing the broad use of the term, Lynne Pearce provides a comprehensive introduction to dialogism that combines an overview of Mikhail Bakhtin's major texts with an analysis of the way in which the term has been taken up, defined, and redefined by subsequent critics of widely varying theoretical and political hues. There is a particular focus on the way in which dialogics has proved especially attractive to theorists attempting (...) to formulate new models of subjectivity and to feminists looking for ways to define the specificity of women's writing. The manner in which dialogism and its attendant concepts are used for a broad range of textual analysis is also explored. Discussion is supported by readings of six literary texts: Emily Bronte's Wuthering Heights, John Clare's 'asylum poem' Child Harold, Virginia Woolf's The Waves, Adrienne Rich's poetry collection Dream of a Common Language, and two recent 'classics' of feminist fiction, Jeanette Winterson's Sexing the Cherry and Toni Morrison's Beloved. These imaginative engagements of text and theory provide a full exploration of Bakhtin's key conceptspolyphony, heteroglossia, double-voiced discourse, carnival, chronotype - and consider how these terms may have to be expanded and redefined in order to accommodate the differing interests of the criticism in hand. (shrink)

Presents a critical, Neo-Marxist philosophy of education.

This book is not only a major twentieth-century contribution to Dostoevsky’s studies, but also one of the most important theories of the novel produced in our century. As a modern reinterpretation of poetics, it bears comparison with Aristotle.“Bakhtin’s statement on the dialogical nature of artistic creation, and his differentiation of this from a history of monological commentary, is profoundly original and illuminating. This is a classic work on Dostoevsky and a statement of importance to critical theory.” Edward Wasiolek“Concentrating on the (...) particular features of ‘Dostoevskian discourse,’ how Dostoevsky structures a hero and a plot, and what it means to write dialogically, Bakhtin concludes with a major theoretical statement on dialogue as a category of language. One of the most important theories of the novel in this century.” The Bloomsbury Review. (shrink)

Discusses the role of education in liberating the oppressed people of the Third World.

Paulo Freire and Lorenzo Milani are considered as key figures in a number of Southern European countries for providing signposts for a critical approach to education. In this paper I will view their ideas and biographical trajectories comparatively to glean some important insights for a critical pedagogy. The common theme throughout this comparative analysis is that of education for social justice based on critical literacy. The paper also deals with such themes as the relationship between education and politics, the relationship (...) between education and life, the collective dimension of learning and the ability to read as well as write the word and the world. (shrink)

Hirschkop treats Bakhtin not as a metaphysician or a philosopher for the ages, but as a writer inevitably drawn into the historical conflicts produced by a modernizing and democratizing Europe."--BOOK JACKET.

Brazilian educator, Paulo Freire, best known for his work Pedagogy of the Oppressed, challenged education plans that contributed to the marginalization of minorities and the poor. Freire believed that education should be used for liberation by helping learners reflect on their experiences historically, giving immediate reality to issues of racism, sexism, and the exploitation of workers. Known as one of the most influential theoretical innovators of the twentieth century, his views have left a significant mark on progressive thinkers about education (...) and liberation. Reinventing Paulo Freire is an homage to him by protégé Antonia Darder. Here, she explores the legacy of Freire, interviews eight former students who studied him-- now teachers themselves, and reflects on the teaching practice as demonstrated by Freire himself. The interviews take the form of first person narratives; the epilogue consists simply of a letter and a poem. (shrink)