Part of
Educating in Dialog: Constructing meaning and building knowledge with dialogic technologyEdited by Sebastian Feller and Ilker Yengin
[Dialogue Studies 24] 2014
► pp. 181–202
Edited by Sebastian Feller and Ilker Yengin
[Dialogue Studies 24] 2014
► pp. 181–202
Dialogic knowledge building
The making of a narrative inquiry teacher education discourse community
In this chapter we examine conceptually how we have formed an online narrative inquiry teacher education discourse community over the last year and a half with emphasis on: (1) the beginning process of developing and inviting an online community; (2) the trials and tribulations of building an online community, and; (3) the dialogue process and the obstacles of dialogic interaction online. We focus our attention on building a safe community and use Schwier’s (2002) framework and elements of community building for online collaboration and dialogue. In doing so, we draw on our methodological work in narrative inquiry as well as other scholars’ work in creating communities (Campbell, Schwier, & Kenny 2005; Connelly 2011; Craig 2011). We further use the ‘combined communal interplay’ of dialogue (Weigand 2010), and how to begin such a process online, to define the process, dilemmas, and complexities that we work through and conceptualize in this chapter.
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