Dialogic Praxis in Teacher Preparation

Dialogic Praxis in Teacher Preparation: A Discourse Analysis of Mentoring Talk
Author(s): Deborah Bieler

Source: English Education, Vol. 42, No. 4 (July 2010), pp. 391-426
Published by: National Council of Teachers of English
Stable URL: http://www.jstor.org/stable/23018019
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Dialogic Praxis in Teacher Preparation:

A Discourse Analysis of Mentoring Talk
Deborah
Mentor
Bieler
was an old friend of Odysseus,
whole household
when he sailed,
and keep everything
to whom
the King /Odysseus]
had entrusted
with orders to defer to aged Laertes
intact. (Homer,
[Odysseus's
his
father]
1946, 1.43)
Homer's epic, Odysseus, before leaving on a long journey, asks Mentor,

IIn his old
common
familv
family
friend,
friend,
to be in charee
charge
usages
of the
term
to provide
wisdom
and
vigor,
trary, a closer
to lead
when
home,
It is not until
herself.
mentors
teachers
this,
too,
truly
"old
and
are
are
to feel
One
enough
my own
is abroad
from injustice.
early
strength
and
to be knowers
at last"
English
and
in which
others
so with
to advise
he initially
chaos
fails
breaks
to cope
out:
with
as is the case
him,
has no other
what
(1.45,
Education,
s form
at
with
friends
in the
italics
july
Telemachus
teacher
and
happened
added).
middle
of the
is
preparation
actors,
acted-upon.
the
the work
doing
Telemachus
has
that
"eliminates
just
in modern
legacies
passage
after
difficulties
to help
Athene
as not-knowers
from
Mentor
when
Mentor
Later,
presumed
Mentor
did
(1946,1.68)
of Telemachus
seen
asked
Mentor
asks
distress
and who
most
in the text. To the con
never
many
else
assumes
of Athene's
to learn
that
left alone
has
gone,
assistance.
widely
Odysseus
and
exists
great
is no one
Athene
commonly
ignores
has
the body
an
suffers
Althoueh
Although
that
Odysseus
is essentially
father
him
any
by inhabiting
kingdom
that
whose
the goddess
receives
actually
and
if there
to protect
place
that (1)
father
especially
Telemachus,
man"
his
assume
Telemachus,
Telemachus
well
his absence.
for this actually
reveals
(2)
the kingdom
A son,
son,
no evidence
reading
and
Telemachus,
mentor
for his
guidance
durine
during
while
student
Unfortunately,
insists
that
he
is
[in the kingdom]

In spite
of his self
2010
391
Education
English
no onegod
assessment,
on his own
of a pawn.
that
create
This
teacher
for new
senses
Paris,
and
Telemachus)
and
closely
state
student
teachers).
who
the
During
student
English
student
teachersin
student
teachers'
space
contrast
student
deficit-oriented
2004).
(Freire,
often
images
Student
they
being
comfortable
"trained"
in the
role
necessary
to be
"
"trained
I describe
how
at one
closely
implications
for teacher
Putting Dialogue
of student
I begin
use
Scholarship
our
teacher
is
teachers
status
to
in
quo
the intersections
and
mentoring
avenues
practice,
and
of
dialogue,
for analyz
of "dialogic
I suggest
Finally,
in "Dialogue"
an attempt
an examination
student
productive
research,
pos
complexities
the powerful
about
to
discourse
agentive
that such
prepare
talk.
such
the
and
a conceptualization
of mentoring
preparation
"problem
by discussing
suggest
I valued
and
I studied
of
sought
to emphasize
with
thinking
view
1981),
as they
when
and
legacy
a surplus
(Ogbu,
discourse
to better
of four
mentor
examined
I argue
agentively
I then
instance
and
mentors,
them
happens
study
en8ae
intersections
discourse.
ing mentoring
to look
these
what
schools.
current
and
I strove
This
preparation.
of being
lay
and
federal
(the
the agency
Holding
supported
Of' mentoring
that
suggest
the
Mentor,
the Homerian
beyond
1970/2000),
is made.
to describe
used
teachers
are
and
language
as
difficult,
perspective"
and
to explore
The
&
(Cochran-Smith
a university
teachers.
to a "deficit
(Bieler,
"banking"
roots
hierarchies
inhibit
as
year,
to move
identities
change
avoid
school
with
with
mythic
administrators,
can
layers
careers
deep
tier.
I desired
holistic
effect educational
and
daunting
teachers,
educational
we
opportunities
Laertes,
Odysseus,
preparation
the lowest
2002-2005
a mentoring
ing"
teacher
inhabit
gods,
current
parallel
These
mentoring
(the
term
reform
can
their
The
of the
How
better
to begin
knowers?
understanding
Odyssey
governments,
teachers,
create
The
and
to act
text is essentially
a question:
provide
strength,"
render
1999)
in
raises
that
as actors
the opportunity
of the remaining
Odyssey
own
their
cultural
Roberts,
1995;
of hierarchy
of The
July 2010
N4,
Telemachus
for much
experiences
to "feel
of themselves
of mentoring
ers
reading
preparation
teachers
strong
or humangives
his role
and
behalf,
,V 42
praxis"
this study's
policy.
with Mentoring
Scholarship
Images
somewhat
gling,
Giroux
and
in the literature
(1994)
images
generally
uncritical,
argues
often
student
populationcertainly
that teachers
used
characterize
to describe
ought
to be. The
student
teachers
teachers
not
as
the
as a strug
intellectuals
deficit-oriented
suggest
that
392
language
they
are
> Dialogic
Bieler
trained
being
to be comfortable
student
izing
survive
that
teachers
is more
strives
room.
and
likely
metaphors
scholarship:
1988;
knowledge
Carroll,
1988);
of school
Mayer-Smith,
illustrate
in which
pervision,"
& Carroll,
which
points
Murray
and
see
and
Critical
Rice,
and
1991;
and
mentoring
useful
the
can
insights
the lenses
goals
these
held
damental
social
"a
be gained
debates
by critical
(in this case

to these
as
students)
commitments
have
feminist
to a political
and
humanity
of one's
self'
the significance
Weiler
and
been
literature
115).
how
critical
as fun
and
a more
just
the value
individual
through
of texts
to building
Other
of
to achieve
names
(1988)
. . . recognizing
of local,
1999),
in conversation,
analysisboth
commitment
(p.
Sidorkin,
in describing
educators,
&
Burbules
the scholarships
the mentoring
to critique
1970/2000).
1993;
1996;
Although
For example,
assumed
to monologue,
(Freire,
Macedo,
& Tobin,
usually
Burbules,
not historically
by reading
both
"valuing
1997;
preparation
Roth
antithetical
2005b;
of dialogue.
provide.
commitment
as well
Freire,
theory
relationshipsand
society"
or depositing
Boler,
381).
teacher
defined,
banking
the nature
dialogue
only vaguely
agency,
meaningful
to the transforma
2004;
and
(e.g.,
(p.
U.S.
reforming
or conversation
1989,1997;
debated
choices"
reference
supervisory
teacher
to take
Fenimore-Smith,
is often
theorists
Ellsworth,
have
however,
2001;
transmissionor
feminist
in
practice
talk
and
O'Shea,
illustrates
clinical,
power
compelling
Hoover,
on student
satisfying
decisions
make
of dialogue
with
"the
of our
studies
Danielewicz,
(e.g.,
to be synonymous
lecture,
as
work
of the knowledge,
of causality
of mentoring's
for empirical
defines
the results
the notion
2002),
a relic
of "su
1970/2000)
1998;
Hawkey,
1996;
of mentoring
(Freire,
language
(4)
mentors
Richardson,
as the result
(e.g.,
the persistent
to the need
of dialogic
potential
programs
of the mentor
perhaps
many
seen
and
and
quo
1995;
mentors
1988);
characterizations
model
are
and
Carroll,
&
O'Shea,
(Hoover,
status
& Mayfield,
Such
of the banking
any outcomes
(1997)
Though
tive
1998).
behaviorism,
and
action
(Borko
In a sense,
1988).
lingering
roots,
reform
or efforts
commitments,
of the
as remedia
as performers
needy
and
O'Shea,
perpetuators
& Moon,
the persistence
as coaches
needs
preparation
mentors
teachers
as psychologically
Hoover,
as uncritical
and
2003)
the class
teachers'
in teacher
student
(2)
(Sachs,
beyond
for student
deficits
mentors
teachers
and
to
struggling
profession
prominent
1997);
and
1997;
(Hawkey,
as promoters
Tom,
Character
merely
within
1980)
are
"trained."
than
teaching
as having
skills
student
teachers
Wideen,
1998;
and
(3)
counselors
student
teachers
of being
both
society
roles
Preparation
rather
& Johnson,
(Lakoff
Slick,
of their
as
just
mentoring
student
(1)
tors (Rust,
critical
an activist
a more
associated
and
to create
in Teacher
in the role
as active
to create
Four
the
Praxis
of others
feminists
voices
and
add
lived
393
Education,
English
and
experiences
social
the need
oppression
has
complicated
oppressed
(hooks,
1994;
critical
theory's
(Ellsworth,
of power
issues
can
limitations
Erickson,
2005),
for all
primarily
cal
work
needed
study
2002;
an instance
educator
and
into
agency
and
the reification
possibilities
of mentoring
those involved in mentoring

are especially
are
relationships,
onsnips,
especially
ment
teachers,
'n8
studying
language
English
students
broadly
as pertaining
particularly
teach
arts,
make
seriouslyto
are
often
sense
analyze
how
they are
and
to ask
produced
questions
drawn
about
to the subject
English
artifacts
received,
those
praxis
focus
on
who
due
dialogic
base
the develop
promote
discourses
of English
involved
in mentor
and
the
fruitful
teacher
to an
agency.
receive,
those
interest
are taught
their
for
The
who
in helping
to take words
them,
to examine
aesthetic
and
sites
of language
power
that showcase
to appreciate
produce,
how
or conflictand
teachers
move
research
the theoretical
especially
of difference
issues.
the material
and
particularly
dialogic
to issues
of these
and
those
are
and
at all levels.
experiences
defined,
about
across
preparation
and
to
is
complex
of dialogue
educators
relationships,
phenomenon:
to suggest
practice
socially
throws
strengthen
of agentive
The
fruitfulsites
iS for
for Studying
dialogic
studying dialogic
tis and
and teacher
teacher agency.
praxis
agency.
English
can
to
re
he perceived
questions
in teacher
in order
practice
what
exploration
to raise
differences
and
The experiences and discourses

of English teachers, particularly
I hope
power,
of power
findings
are pseudonyms.)
common
dilemma
is
in and
a university
and
1994),
to leave
In this
Empiri
settings
commitments
(All names
Joss's
relief.
2005a).
by sharing
shared
of an unfortunately
defined
functions
power
(hooks,
whether
often
in out-of-school
who
prob
conceptualized
of talk between
(Joss),
2005;
highly
most
fill this need
education.
deciding
are
Boler,
(e.g.,
an instance
environment.
of position
differences
to help
1984)
are
of how
transgressive
Lorde,
unsupportive
of power
culture
Berlak,
(e.g.,
silence
fantasy
of dialogue
suspicion
of differences
of power
teacher
1970/2000),
considers
be a hostile,
seeks
a student
and
urban
and
and
oppressor
to understanding
settings
and
kinds
understandings
article
and
critique
differences
theory
binary
relationship.
difference"
that examined
study
(Jordan,
a critical
beyond
This
(Freire,
sponsive
sues
develop
(myself)
liberatory
This
across
discourse.
of an empirical
mentor
across
way,
is central
of voice
the
against
feminist
to be both
beings
in classroom
Here,
together,
oppressor/oppressed
mentoring
of race/ethnicity
to further
through
the
the workings
"dialogue
on dialogue
2002).
In this
human
of dialogue
participants.
in terms
to struggle,
of the scholarly
where
in the criticized
beings
traditional
of all
affect
much
Interestingly,
Jordan,
July 2010
N4,
this complication
1997);
that
examines
lematic
for all human
the capacity
by emphasizing
V42
qualities,
critique
394
them.
> Dialogic
Bieler
teachers
English
belief
power,
are
affords
variously
in their
must
literary
canon
language
reading
mathematics
and
field's
current
The
and
on praxis.
that
on dialogic
Both
and
work
lation
world,"
to "the
(1970/2000)
that
posits
mediated
by the world,
domination"
Freirean
is "the
& Freire,
and
(1970/2000,
reform-oriented.
ship,
however,
with
special
course
admiration
"a world
of autonomous
others
dialogic
the world
voice,
or one
"in monologue,
but the expression
My use
of "praxis"
of self-reflexivity
person's
of one
and
upholding
dialogic
praxis
is monologic
is dominant.
"practice"
associated
with
or group's
is intended
dialogue
voices
(1984,
voices
Coulter
ordering
to suggest
and
. . . [that]
lead
and
with
agency
(1999)
(see
in which
notes
between
the differing
that
speakers,
of experience"
monologue,
me to
working
practice,
of interchange
that
voices
p. 6), creating
ideas
on and
reflecting
dis
his deep
unmerged
(p. 7). These
others'
person's
and
from his belief
valid
while
practice,
individuals
For Bakhtin,
and
of the event"
not objects"
is not the product
meaning
stems
of fully
is discursively
praxis
with
novels
it"
scholar
literary
among
orientation,
of independent
in the unity
to transform
worldviews.
polyphony
subjects,
1). In dialectic
discordant
to
his definition
in order
of Bakhtin's
to philosophical
Freire
[individuals],
Accordingly,
and
in re
class.
as "a challenge
(p. 88)
between
on the
Freire's
agency
social
between
world
Much
"a plurality
not merged
to transform
Figure
one
that
with
a genuine
consciousnesses,
but are
p. 99).
the
in Dostoevsky's
illustrate
combine
1987,
1984)
theories
focus
for individual
the world"
upon
a window
of the characters
characters
suggest
action
to those
offers
high
(1981,
context.
of the ruling
on the interactions
attention
primarily
these
and
focuses
the
that
of dialogue
encounter
to name
of praxis"reflection
p. 51)is
among
as Freire's
to social
respect
culture
dialogue
(Shor
as
to investigate
pedagogies
theories
with
broader
in order
particularly
as well
on the possibilities
the
about
fields such
by Bakhtin's
on dialogue
agency
focuses
in beliefs
in which
is informed
praxis
Bakhtinian
English
to the traditional
skill-progressive
progressive
to be
critique.
theories
for individual
example,
is grounded
sites
of
This
is likely
adhere
relationships,
and
and
of dialogic
(1970/2000)
possibilities
Mentoring
as generative
of voice
sociopolitical
existing
a choice
serve
For
1987).
in more
and
affordances
courses,
can
notion
resolution.
they will
emphasis
Freire's
conflict
and
(Freire,
language
relationships
to which
the sciences.
the importance
light
world
not as prominent
educators,
English
features
that
ways
interaction,
the extent
in their
is thus
to the
and
questioning,
of the
Preparation
attuned
character
of language
choose
and
to be
likely
and
conveyance
teachers
in Teacher
meaning-making,
awareness
heightened
evident
thus
Praxis
(p. 6).
degrees
respectively.
395
Education
English
,V 42
July 2010
N4,
Articulating,clarifying,and pursuing individual visions of change
Participants'
discourse 2
Strengtheningindividual agency
l. A conceptualization
Figure 1.
Dialogic
stance
has
educational
school
as central
regarded
ing in dialogic
Third,
praxis
and
usefulness
of discourse
mentoring
concerning
Second,
illustrates
agency.
teacher
clarify,
some
and
praxis
are
participat
individual
to articulate,
study
of
only
in out-of
of negotiation
learning.
for participants
The
not
findings
acts
to strengthen
in enriching
studies
nature
participation
primary
and
for change.
of dialogic
It is a transformative
the
students'
continual
praxis,
a space
alter
three
opportunities
visions
challenges
and
of teaching
provides
individual
possibilities
and
affords
and
I discuss
to the work
praxis
dialogic
pursue
of teachers'
in dialogic
First,
act.
balancing
to describe
In this article,
praxis.
praxis
is a careful
potential
but also
spaces
contexts.
dialogic
and
the
of dialogic
then,
praxis,
that
Cycle begins again
of the
the
suggests
research
preparation
practice.
Setting
Research
This
article
draws
from
as a university-based
These
student
program
teachers
to May
listed
the average
7 percent
2003.
Caucasian,
African
a larger
mentor
at an urban
2002
percent
and Sites
Participants
practitioner
of four
enrolled
were
age
time,
22 percent
American;
in a year-long
the
of its master's
Asian
it was
study
education
students
American,
also
as 26 and
8 percent
teachers.
certification
graduate
United
school's
overwhelmingly
that I conducted
student
English
secondary
in the northeastern
university
At that
inquiry
States
official
from July
prospectus
its student
body
as 63
Latino/Latina,
female
and
(80 percent).
396
> Dialogic
Bieler
The
s handbook
program
and
confident,
of social
in the
student
degree
teachers'
daily
teachers
programs.
in September.
and
took
full days
spent
Pare
to "attract
that proclaimed
students
past
schools
the
the only
and
for eight
excellence."
in
During
of the school's
entrance
Pare's
students
students
the year
a statement
students.
to its website,
at
placed
to its materials,
to guide
both
Rate,"
for its current
and
His
was
made
up
about
other
Like
students
Pare
comedian.
I began
doctoral
student
to align
my mentoring
and
urban
its
magnet
came
from
all
in its racial
unique
about
80
had
had one
practice
school,
of
percent
center
year of mentoring
writer,
taught
English
school,
high
and
taught
I was
provi
a third-year
I endeavored
experience.
(1997)
and
stud
short-story
of this study,
Freire's
teachers
American
suburban
public
a writing
At the time
with
were
after I had
mentoring
high
students.
student
as a published
I directed
where
three
majors
undergraduate
experience
urban
accepted
the other
had
college
sionally
"authentic
he
than
older
at a public
and
The
was
that, according
the inside
school
the spring,
During
courses.
of academic
American
married.
stand-up
years
university,
two
placement
in their
of this analysis,
educators
is competitive,
a few years
one
English,
and
waiter,
took
Student
summer
body.
Joss was
ies
school
Acceptance
according
as African
the student
and
is the focus
of these
in local
days
at the university.
across
incentive
admission
city, but
composition,
was
College
an
nature
teaching
half
drew
education
practice.
assisting
student
explicit
routinely
university's
outstanding
a banner
"98%
and
in which
across
standard
was
there
Pare,
who
challenge
the highest
achieving
visited
and
and
they spent
placements
teacher
program
a year-long
began
in their
the
as a
settings
made
urban-focused
courses
taking
not always
for my mentoring
a special-admissions
School,
High
context
competent,
school
was
to the
and
a full courseload
Joss, the student
seeks
educators
the fall semester,
During
placements
mission
aware
August
then
They
in urban
experiences,
as a significant
is to produce
leaders
this
teacher
Preparation
its mission
that
politically
July and
spent
school
and
The
served
programs
they
While
programs.
in Teacher
educational
justice."
students
like-minded
stated
committed
matter
Praxis
directive
concerning
mentors":
that
contradiction
authentic
mentor
is that to be an authentic
mentor
[italics
understands
the teacher
must
is that he or she needs
added].
mentor,
In other
that the authentic
that the mentor
refuses
of the mentee....
The
therefore
deal
with
not to be mentor.
the teacher
should
not adopt
words
it is necessary
that
practice
of the mentor
resides
to take control
fundamental
of the life, dreams,
task of the mentor
to be an
What
I mean
the role of
the teacher
in the fact
and aspirations
is a liberatory
task
397
English
. . . to transcend
and
The
notion
of dialogic
task and
discussed
praxis
"moment
that
of rupture
a conversation
during
of action
with
education
here
issues
debated
to his
regard
and,
adds
whether
about
mentor
at Pare
which
had
mentor
the differences
contexts
in which
of discourse
primary
contexts
first social
world
Joss
and
"monarch"
either
"the
an increasingly
teaching
with
respect.
to teach,
dead
to be oppressive,
we
Specifically,
his classroom
Megan,
of educa
uncomfortable
worth
that
during
the students
discussed
When
students
pedagogical
and
lowered
incompatibility
of Black
their
faces.
Boy's
student
that "schoof
of his
crystallized
that
unit
Megan
subtitle
participants,
moment,
for me.
student
desire
he enjoyed
is not a democracy"
In
of October,
he was
Such
to
a mu
eager
his
confirmed
I listened
conversation,
some
reprimanded
whom
as the
in primar
a different
to teaching
approaches
our
value
in spite
with
methe
herself
great
for a poetry
plans
Megan's
before
in school
with
interactions
the importance
Megan
that they were
finishing
of daily
and
Megan,
seeking
of the year
between
relationship
described
saw
social
to review
conversation.
In the beginning
of students,
group
the larger
in this
Joss,
and
to consider
remainder
his and
In fact, the day
role
herMegan
(8/14/02).
men"
Joss began
Joss was
Though
met
within
is the
between
meeting
white
for the
a month's
the
career.
it is important
1996),
a significant
classroom
this particular
concerns
and
teacher
larger
philosophies
and
text references
of her urban
compatible.
the years.
with
in their
(Gee,
played
this
initial
frustrated
placement
remain
that
Joss or I had
or "queen"
ily teaching
a course
the
for whom.
are best understood
situated
that
At the
Megan.
that
are
they
The
first time
occurred
of school.
all instances
Because
article
perceived
try to discuss
Worlds:
Joss's
about
enacted
of an educational
and
The Background of Three Social

"School is not a democracy"
Joss
are
to determine
Megan,
we
be beneficial,
apparent
them
freedom,
ideas
control
of this
the prospect
he should
become
focus
increasingly
initial
and
1 struggled
a situation
could
School,
High
is the
classroom
to disrupt
whether
the first month
tual
the ethical
to Freire's
of power
Joss and
ultimately,
that disruption
disagreed
that
in which
program,
whether
three
to assume
discourse.
The
tion,
instructive
who
the idea
mentoring
through
We
merely
July 2010
N4,
in the total autonomy,

truly believes
of those he or she mentors,
(p. 324)
development
authentic
,V 42
[the]
of a mentor
posture
Education
did not seem

as Joss and
changes
over
reminding
(10/8/02),
Megan's
and
interactions
398
Bieler
raise
the
question
transformative
> Dialogic
of what
teaching
in Teacher
Praxis
happens
is placed
when
with
Preparation
a student
a mentor
teacher
teacher
who
committed
sees
to
no need
for transformation.
399
English
as a group,
and
conversed
the phone,
and
over
number
200
over
(c)
125 indexed
over
exit
1,700
transcripts,
school
Although
both
Megan's
these
were
not the primary
I did seek
the consent
it. Megan
declined,
bal
1 authored
and
discourse
analyses,
sentation
of reality;
the
and
Weis
1999;
was
preliminary
phases
these
themes
themes
1999;
of the oral
each
discourse
Wells,
1999)
and
Analysis
ceived
I recoded
analysis
to explore
1986,
charts
led
however,
to the
(Erickson,
discourse.
this time
2001)
among
looking
specifi
and
At that point,
For example,
looked
cross-cutting
cases,
1997;
the form and
(Wortham,
and
1992)
and
& Slade,
by
& Schensul,
memos
discrepant
of
list of possible
LeCompte
p. 147).
focus
followed
a broad
categories,
Eggins
systematically
repre
of this study.
analytic
variation,
all
of the story
sides
for macroanalysis
all of my data,
in
Like
partial
students');
that
1995;
that
as emails),
2001).
necessarily
the scope
codes,
(e.g.,
or nonver
sources
a complete
more
many
atypicality"
and
methods
more
data
(such
the Pare
analysis
(Erickson,
mentoring
positioning
narrative
and
of range
verbal
(Wortham,
as 1 wrote
prominent
category
written
interactional
teachers'
When
note
taking
within
to employ
codes.
to emerge,
began
linkages"
for "typicality
of her
include
to present
& Shaw,
that I refined
2000)
five of the six granted
by generating
Fretz,
(Emerson,
and
for and
cally
cal
codes
& Fine,
and
any
and
methods
I began
school
high
consent.
claim
of data
interpretive
methods.
and
teaching,
Joss authored
outside
jour
student
certainly
them
(e.g.,
for university
that documented
the conversants'
or analyzing
at my data
closely
are
There
here
not
it explores
and
nor did I seek
her language
does
study
(b)
her
however,
those
Megan's
analysis
themes
and
instead,
I utilized
article,
discourse
I did,
(a)
experienced
mentors,
(e.g.,
representing
this
this
represented
In
of my study,
ventriloquated
of reality.
understandings
students
also
over
entrance
university
fieldnotes
I did not include
thus
as fieldnotes)
(such
are
focus
the
in my study.
he sometimes
than
how
I was
meetings,
documents
papers
from
included
of the classroom
communication
which
and
pedagogy
hundred
as the
conferences,
of audiotaped
pages
handouts
I collected
since
small-group
of recommendation,
and
artifacts,
the data
400
as well
included
by-phone
and
over
person,
work
I collected
and
several
(e)
dailyin
expanded
data
individual
over
letters
plans,
were
The
in-person
(d)
almost
of my mentoring
of weekly
and
July 2010
N4,
sources
during
of email,
pages
coursework,
classes).
taken
lesson
entries,
of them
scope
audiotapes
interview
nal
each
The
on my practice.
fieldnotes
daily
with
of my data
research
conducting
,v 42
email.
volume
and
Education
"key
1 began
Gee,
1996,
the substance
I created
to analyze
indexi
the student
events.
revealed
to be oppressive"
that the category

was
the most
of "negotiating
frequently
circumstances
occurring
category
per
in my
400
> Dialogic
Bieler
discourse
mentoring
at one
with
of the data
illustration
ers and
I typically
this instance.
of such
discursive
discursive
and
form
Critical
discourse
mentoring
teacher
and
notes
that
daily,
everyday
able,'
...
control"
(p.
in
helpful
(p.
needs
110).
Lewis
revealing
through
their
not fixed,
were
These
377).
To
and
I used
Halliday's
p. 186;
1997,
of power
principle
I was
concerned
clause
are
2a and
2b concern
of a new
5a)
special
"opening
These
ing
are
lationships
concept
moves
which
are
conversational
with
of how
one
another.
of "episodes,"
units
a singular
"task"
"episodes,"
Gee's
in the
(1996)
we
dialogic
them
To represent
acts
an
and
this,
activity
of talk
(p.
"sections"
are
"larger
257).
"a"
and
I drew
the start
(as
or
in 2a
call
a proposition"
(p.
and
are
from
with
thus
of
in a mentor
conversational
negotiated
Synonymous
units"
that
(so
(1997)
Slade
The
type.
of the
which
coherence
as enacted
concerned
because
moves,
of power
power
primary
and
at the level
with
Eggins
bold
our
of discourse
as the
but 5a represents
end
praxis
with
exerted
served
talk around
that are
& Slade,
but agentive
"everyday"
to subject
this
of mentoring
by conversational
what
in
(Eggins
I analyzed
numbers
moves
posi
in recursively
of our discourse,
to initiate
"function
is
remake
positionality
"moves"
for example,
are
of CDA"
and
interdiscursive"
generative
moves
according
these
in examining
indicators
talk
whose
use
the substance
dynamics,
subject,
I indicate
thus,
These
our
letter
significance:
moves,"
relationship;
moves
the same
significance
particular
the social
and
The
subject).
have
194).
by number
and
a transcript
I organized
2004).
(Rogers,
grouped
with
legitimate
in which
and
and
were
the speakers'
talk.
during
in producing
organizing
most
to locate
1985)
Halliday,
demonstrations
of power
of conversational
concept
'accept
that
in mentoring.
evident
the form
both
analyzing
in "exchanges
that
by subtle,
quite
to make
exploratory,
methods
and
strategies
"[work]
tentative,
workings
I sought
for example,
a "reconstructive
particularly
certainly
the
of rupture,
representing
talk.
are
qualities
that
teachers
literacy
talk,"
but rather
microanalyze
moment
adds
how
of the student
reproduced
'natural'
on the discursive
(2006)
worlds
Dijk(2002),
and
talk that appear
to focus
how
themselves
tions
...
be enacted
may
of text and
Van
in
of power,
to examine
methodology
2004).
Rogers,
interested
to issues
regard
in
promising
I was
the social
represents
"dominance
forms
(CDA)
Analysis
and
2004;
(Gee,
because
CDA
particularly
creates
mentor
with
rich
teach
not the case
was
is especially
Because
closely
the student
such
of rupture
of power.
looks
a particularly
Though
strategies,
moments
Discourse
This article
that provides
category.
workings
function,
Preparation
teachers.
1998)
on negotiation
agreed
Analysis
from
(Erickson,
in this prominent
in illuminating
drew
all four student
instance"
"discrepant
in Teacher
Praxis
Wells's
our
re
(1999)
"perform[ing]"
with
of talk that have
Wells's
coher
40i
Education
English
ent topics
or themes
notion
(2001)
accomplished
these
and
using
are
narrated
this
and
instance
how
by Wortham's
(2001)
of these
can
(p.
performed
seven
topical
an example
interactional
as having
I identified
45).
Joss, me,
among
we
of both
content
dialogic
between
sections
indexical
cues
and
who
those
of this level
of
positioning
in
was
demonstrates
of the
and
1,
in conflict
in part,
inspired,
An
representation.
characteristics
in Table
sometimes
that were
enactment
is suggestive
and
As is shown
process.
praxis
praxiscategories
distinction
dispositions
and
to dialogic
a commitment
we enacted
overview
way
by Wortham's
"cohere
participants'
2 provides
Figure
includes
negotiation
we expressed
praxis
one
that
of talk.
transcript
continuous
how
illustrates
influenced
positioning"
identifying
the relationships
discourse.
also
of speech
interactional
to suggest
in our
July 2010
N4,
was
My analysis
or groupings
by systematically
them
The
with
110).
particular
groupings
analysis
(p.
of "chunks,"
,V 42
dialogic
include.
Findings
In this section,
finding
I present
introduces
the study
sections
s three
key findings.
of the transcript,
which
A statement
I then
discuss
of each
with
re
Mentoring conversation, or storytellingevent
Figure 2. Interactional
positioning
indexed
in the mentoring conversation
402
Bieler
Table l. Expressed
> Dialogic
and enacted
in Teacher
Praxis
dialogic
joss and Deb's

praxis in Joss
Desiring to create meaningful student learn

ing and to improve practice toward this end
Believing that "there are things.. .[we can]
never know about [others'] experiences,

oppressions, and understandings" (Ellsworth,
1989, p. 310)
Desiring to disrupt oppression
Explicitlynamingofissuesof
power, hierarchy,
positionality
Rejecting teaching that transmits the status
quo (either actively or passively) or the
teaching of "empty things"
Desiring space to enact a transformative vision
Determining the initial tone and trajectory of

the discursive interaction by the participant
with the lesser amount of traditional power
Identifying past obstacles and searching for

ways to overcome them
Enacting agency by describing struggles to
and dissenting with the other participant
Ratifying self-characterizations
Aligning as allies
(Re)positioning ourselves as actors/subjects
Demonstrating trust by revealing something

personally significant
Imagining a more just world

Desiring like-minded colleagues
Placing importance on empowered voice and

the need to fight against silencing of voice
Committing to purposeful living (i.e., "alive,"

not "sleepwalking" or being "dutiful")
Committing to transformative teaching,
through raising the voices of people who are
often unheard
Being aware of risks involved in social justice
work
Being aware of social justice work as a social
conversation
Enactmentsof Dialogic Praxis
(The Process: How we talked)
Expressions of Dialogic Praxis

(The Content: What we talked about)
Section
Expressing empathy
Creating space for sharing and interrogating
participants' historical, holistic identities
Expressing support for others' wellness
Reading the world critically (Freire, 1987)

Connecting in and out of school worlds
(Re)affirming ourselves as change-makers
Reversing traditional "mentoring" roles
responsibility
Coda
gard
Preparation
Naming shared experiences and positionalities
to dialogic
notions
praxis,
of subjects
and
using
the lenses
afforded
by Freirean
and
Bakhtinian
objects.
In dialogic praxis, continual acts of negotiation

work of teaching and learning.
are central to the
Section i: "How did it fall on me to say these things?"

JOSS:
DEB:
la
Hey, Deb,
Hello?
it's Joss.
I got your message.

Hey, Joss. Is there anything
I can do
for you?
403
N4,
July 2010
2c
3a
No.
I think you re right, though:
logical
V 42
Education,
English
the
next step is a conversation.

I just think she must be ignorant
what's
of
you; I just really
bothering
don't know any other way to proceed

in this situation.
4a
How did it fall on me to say these

things?
I mean,
II)
if I were her, and someone
like me came
I'd be like,
along,
"Who
are you?"
4c
1 think that s consistent

her response
past month
when
But yesterday,
in the
and also what it might be
you talk about
this.
)cl
I gave her two
to [broach
opportunities
with what
to you has been
the subject
of our differences],
but she doesn't
)l>
think what she's

doing is wrong.
)(
I thmk you really need
you're
5d
You could
this, and this is my
..
5e
fine. I just resent
it's a conversation
like, "I was
say something
about
perspective
have.
it clear that
not being accusatory.
thinking
In theory, it sounds
not to be
and make
oppositional
I even have to
I can imagine
it, and
1 agree,
have to have it.
In this introductory
discussion
tion is clear:
while
3a;
(3a),
I believed
Joss seemed
"logical,"
"I got your
message,"
(3a,
theory,"
have
5e),
5e).
essentially
with
you?")
that
Joss to determine
invited
created
of my conversational
open
an opening
moves
during
he also
question
there
the direction
for him
to enact
this introductory
and
Megan,
hesitation
with
for the
this conversa
talk with
the trajectory
("Is
the topic
I entered
expressed
Joss began
leaving
I responded
Joss and
an intentional
When
to me,
I discursively
an
Joss establishes
with which
Joss should
to agree
3a; "In
in which
passage,
the disagreement
("though,"
the open
statement,
of the conversation
I can
anything
of our
talk.
his agency.
section,
do for
In this way,
The
majority
however,
were
404
> Dialogic
Bieler
in the service
soon.
of pushing
I reiterated
nature
with
of Joss's
discontent
an
offered
boldly
of what
some,
hedging
language,
"might"
as
dialogue
that
often
(as
Joss's
in which
described
usage
clear
to
might
be
in the 'talking
can
naively
to address
the need
Boler,
ar
2005a)
dangerous,
undertaking
with
powersuch
participants
moves
here
less
tained
his
section
with
on
his
considered
It becomes
clear
difference,
idea
between
that
that
our
resolution
considerable
different
lay just
below
"what
she's
Joss and
of the
Megan
social
beliefs
about
conversa
Although
we appeared
apparent
philosophical
how
main
he concluded
this
to have
agreement
in the remaining
and
on the
and
(4b),
(5e),
that
(5a)
feature
striking
commented
(4a),
(4a)
unsuccessful
a conversation.
Aithough
on to undermine
the complexity
between
particularly
went
was
circumstances
it" (5e).
not as social
These
the other
circumstances
to have
not on
involved
up in this situation
Megan
to such
these
served
qualifiers.
However,
focused
distress
5a)
the circumstances
of these
we
(4a,
he ended
to talk with
absurdityof
1 have
a consensus,
how
resignation
over
"resent[ment|"
"I agree.
tense
attempt
exasperation
difficultyverging
of the past
but as ideational
did)
and
danger
on the potential
to my stance.
was
and
complexity
but rather
he wondered
as resistance
he expressed
tion
this
why a recent
functioned
The
seemed
2005;
even
(5d),
to col
Megan
faith
when
or
"could"
like myself
Berlak,
(e.g.,
is a complex,
I imagined
my hedgings
moves
reached
others
risk to those
to sense
a meeting.
of Joss's
is a panacea
(5c-5d).
instances
invitations
my position
"a touching
even
"qualifiers,"
(3b),
and/or
educators
emancipatory
and
call
"just"
for Joss to talk with

calls
(2005)
and
numerous
(1998),
5c),
language,
in dialogue
serious
meeting
qualifiers
across
Jones
4c,
uncertainty
My press
differences
Joss seemed
in such
indicate
As Jones
across
Strauss
(3b,
I explicitly
tone
imagining
are
(4c).
with
agreed
oppressive,
I was
of tone
1 agreed
teachers.
the future
sion.
can
and
(3b),
I implicitly
my agenda
and
Hall,
as "1 think"
in which
involves
as student
kind
Megan
of the exact
this conversation
non-"accusatory"
to push
Blau,
her
were
practices
of my qualifying
arises.
gue,
as we
I used
that engagement
differences
and
of the
of what
of dialogue"
tional
teaching
by his responses.
as evidence
assume
though
which
(4c),
laboration.
cure'
position
"wrong,"
such
In spite
Joss, judging
seen
such
with
relationship
willi
unaware
likely
of the word
example
in the language
Joss to talk
most
a non-"oppositional,"
Evident
and
was
to initiate
that Megan's
Joss to take
advised
of convincing
Megan
in his
Preparation
in a difficult
to his use
his evaluation
in Teacher
my agenda
that I thought
Joss that he was
In response
Praxis
discus
tension,
dialogue
is possible
references
an interac
the surface.
doing
is wrong"
the day before
(5b)
this phone
call,
when
32 out of
405
Education,
English
51 of their
11 th graders
discussed
think
so many
kids
don't
they just
study;
this event
cannot
with,
see
kids
didn't
was
never
study
and
(and
was
advances
the action
this example.
While
us away
wanted
agency.
I had
are
hopes
difficult.
feature
of dialogic
forces
competing
This
praxis.
becomes
the
it? It
as
agreenot
that
are
me to follow
also
forces
as a mentor
to encourage
to develop
in my discourse
the centrifugal
(Coulter,
of continual
negotiation
In the foilowing
in
of centripetal
both
hopes
always
traditional
centrifugal
metaphor
but
ideas
present
light on my struggle
conflicting
only
Bakhtin's
p. 272)
acquiescent,
central,
for example,
of negotiation
Joss and
is a
cultural,
engage
scholars
(1981,
evident
kind
all
characters.
Bakhtin's
sheds
that
teach
social,
conversation,
levels
being
not
conversation
the
we
my philosophies
often overpowers
dialogue
an important
between
also
to embrace
the centripetal
sustained
in discourse
These
pulled
and
fixed roles.
following
teachers
individual
how
forces
by agreeing
forces
shapes
forces
of
this teacher,
it's
didn't
in this
discourse
the multiple
not to be a "mentor":
my student
and
centrifugal
centripetal
from
centrifugal
reveals
illuminate
conventions
mentoring
drove
and
in discourse
present
who
but also
In our
and
that
regards
in which
learning.
don't
just
(10/9a/2002).
praxis
whichliterary
do you
his narration
but that she
evident
wrestling
and
kids
this woman,
possible
exciting?"
already
Dialogic
to teaching
that
it's
(a detail
"Why
"These
Joss concluded
didn't),
relevant,
Scan-Tron
Megan,
responded,
That
some
sure
praxis.
the centripetal
about
she
he asked
is it possible
negotiation
present,
that
skills."
here?
philosophical
not extraneous,
conflict
How
I'm
of dialogic
political,
and
me.
important,
constant
hallmark
the study
responsibility
made
that
and
have
"Help
any
The
failed?"
via
test, given
Joss said
section).
July 2010
N4,
a literature
failed
in the next
V42
and
1999),
their
illustrate
making
is, however,
sections,
the tension
clearer.
Section 2: "I think the other problem is that she's in a position of power"
JOSS:
On Friday, we [the students
talked about
of Black
the idea
"either
DEB:
and Joss]
the first hundred
pages
Boy, and we talked about

of approving
actively
something
or passively"
(p. 71),
so that was good.

So could
possible
Well, it was my last class
and she had a class
that have been

conversation
a lead-in
with Megan?
on Friday,
immediately
afterwards.
406
to a
Bieler
> Dialogic
But I think it helped
me realize
there are things that we're
Praxis
in Teacher
Preparation
that
complicit
in if we do nothing.
6e
So what did you do during

[the planning
fifth period
before the class
period
he taught]?
I smoked
a cigarette
outside
and read.
It's just that any conversation

with Megan
I have
feels empty;
she sees empty things as teachable

things, and then her job is done.
6i
Like teaching
Scan-Tron
b]
7a
Yes.
you how to use the
machine
Well, maybe
the other day?
you could
tell her at the
of the day that you'd
beginning
to sit down
like
and talk with her during
fifth period.
I think the problem
link between
is making
that passage
the
71)
of Black
Boy and this problem.
7c
8a
Right,
and 1 think the other problem
she's
Exactly.
81)
She thinks that she has more
8c
and experience
knowledge
here to teach
in a position
is that
of power.
and is
me, not be challenged

by me.
mm hmm
8d
In this section,
he was
challenges
with
disagreeing
these
to meet
his
agencyhis
once
being
and
ability
his feeling
an
of the
but
word
he
also
to act.
and
references
mentoring
not only
"empty,"
and
implied
Joss
use
(since
Megan
(6c),
and
liken
drew
him
being
(6g-6h),
in her
classroom
for his
a parallel
of Megan's
crime).
between
practices
the
(7b).
reluctance
over
struggle
implies
at
by definition,
is
"complicit"
"complicit,"
usually
"empty"
with
a considerable
of the word
opinion
action,
that
me with
to meet
a rationale
referenced
his negative
negative
to familiarize
his complicity
provided
Joss's
of powerlessness
accomplice)
"complicit"
use
Megan,
time
to mentoring
with
Boy
Joss
of moves
scheduling
approach
in Black
examples,
with
a series
negotiating:
Megan's
ing the complicity

With
Joss made
.. .
teaching
With
his
Megan's
position
(since
repeated
teaching
learners
as
407
passive
in this
talk
imagined
I emphasized
Though
he should.
imagined
of "the
language
my sense
that
position
"with"
I had
and
made
needed
Joss
differently,
or empathetic
listener.
characterization
difficult
control
it can
the future.
The
to go.
act
ing
an "individual
ized
up
both
myself
of a colleague
I ratified
8d),
in doing
Joss's
to
so, attempted
from
it was
kind
of engagement
which
teachers
can
enact
suggests
teachers'
own
even
a significant
ability
oriented
& Burns
to engage
and
via
important
silenc
inquiry,
and
by the ex
the
changing
2009).
provide
teachers
for mentoring
in dialogic
even
methods
Thomas,
as student
role
and
otherwise
toward
it
he
in the
agency
"motivated
can
initially
of what
of dialectic
questions
relationship
agency,
amid
it is both
...
(Bieler
teacher
enact
is a form
designates";
and
in spite
immediate
an agent,
my in
or needed
in description
Joss
as an actor,
this tension"
mentor/student
student
he did
(p. 7).
that
have
may
(6d),
(1984)
to pondering
he intended
to act
genuine
subjects
the past
decision
took
Bakhtin
by Joss, suggests
Engaging
of tension
a more
as
conversation
of the inquirer's
the university
as Joss immediately
where
provided
himself
identification
tensions,
made
of our
to take
As I began
p. 324).
In its place,
lamenting
discussion
conversation
pursuit
faded
highlights
"[refuse]
two autonomous
circumstances
that cause
developing
more
emergeswhich,
a tentative
circumstances
cally
I understood
that
1970/2000,
between
that he or she
objectives
student
took
It evidences
teacherto
any
circumstances.
This
circumstances.
negotiate
voices
our
implied
to position
and
and
in the conversation
of unity
because
taking
these
this
during
perience
role
the conversation.
differing
to be impossible
of describing
toward
conversa
I positioned
(8a,
and
(Freire,
the fagade
(8a),
transition,
Joss
Though
opportunities
moves
Joss transitioned
Joss from
dissent
two
the first two sections
during
perceived
and
mentor
a relationship
section,
prevented
with
and
adviser
of the mentee"
between
In the next
sistence
to Joss
silenced,
in the
to act in the way
one:
important
as an
for a mentoror
to refocus
characterizes
notes,
be
control
up the opportunity
negotiation
I agreed
point,
final
my
of the
of the life ...
to relinquish
in which
clear
moves
of action.
alliance.
My performance
how
for him
as
could
6e)or
a course
later
At that
as being
(6b,
my press
story.
less
acting
In
his
s agency
conversational
explicitly
an
my position
to tell
of himself
our
reestablish
was
three
to determine
more
in 7b-8a,
problem,"
chosen
These
to deemphasize
My move
have
the power
agency
on Joss
primarily
could
Megan.
having
Joss's
I began
(20a-20b),
Joss's
talk with
Joss as agentive,
positioned
focused
he
in which
initiate
(7a)to
also
section
possibilities
choose
his
N 4, July 2010
recipients.
My
tion
, V 42
Education
English
That
a space
in
rhetori
to play
praxis.
408
in
> Dialogic
Bieler
Participating
strengthen
Praxis
in Teacher
Preparation
in dialogic praxis can afford opportunities

individual agency.
to
Section 3: "I'm articulating this for the first time right now"
JOSS:
I m excited
about
Boy, but it's depressing

also excited
about
DEB:
9a
Black
teaching
too. And I'm
the poetry unit.
But it's just not clear
what
my role
will be after that, for the rest of the

semester.
9b
I thought
you would
lOth-grade
Me too.
9c
And the other thing is that l m
10a
thinking
to show
it to her.
10b
I understand.
11a
Well, have you made

to visit Cornell
Yeah, for this coming
High or leave
arrangements
High yet?
lib
Tuesday.
1 really think I'll either switch

Cornell
the
of the poetry unit as mine.

don't want
become
teacher.
to
12a
the program
entirely.
this for the first
I'm articulating
12b
time right now;

it's just been
sophically,
so difficult philo
12c
lots of
emotionallyfor
reasons.
It s been
up at weird
popping
like when
Sharon
waved
coordinator]
so much
times,
(the fieldwork
to me, and I felt
resentment
toward
her.
12e
The
8a,
and
8d)
ratifying
appear
ated
an opening
more
personal
conversational
to have
in which
level
and
moves
effectively
I made
indicated
Joss demonstrated
articulated
I know, Joss.
at the end
my support
his trust in me.
his fearsof
the future
of Section
2 (7c,
to Joss and
He
cre
moved
to a
of his teaching
409
Education
English
role
at Pare
unit
(10a),
of the classroom.
a space
more
and,
(9a)
in which
again
site change,
I moved
When
though
responded
to my question
frustration
by revealing
(12a),
that he was
that
greatly
of empathy
ity I heard
in his disclosure
ironically,
I eventually
Although
fell into the snares
perhaps
because
alliance
with
philosophical
assumed
for too long

and
hearing
the same
the grav
revelation
for dialogue
was,
the same
ot our
literary
tension
"builds
the
weighty
revelation
a turning
about
not only
within
Megan's
our
before
10b)
become
available
marked
a transition
empirical
to refer
text, or what
is 'on
engage
the same
I believe
that my
of some
he
could
(the
of location
be
polyphonous
an
moment
of the
calls
climax,
of greatest
a crisis,
(p.
why
agentive
interaction
either
his frustration
"location"
geographical
the
Joss's
marked
he needed
he located
teacher
indicated
which
112).
from the program
within
broadly
acts
to a more
(1999)
entirely,"
at Pare
and
in which
critique
students
a resolution"
As Joss described
more
(1991)
of as the dramatic
to the
withdrawing
the program
but also
it should
together
example
Gee
of requiring
classroom
revelation
and
(p. 454).
be thought
use
considering
or "leave
so truly
than
that the teacher
uncover
Joss;
critiqued.
in the conversation.
schools
Joss's
scholars
of my
I knew
I suggested,
longer
as teachers
liberation"
can
dialogue
to the point
problem
point
to "switch"
Weiler
in a literary
me
of Weiler's
they will
provided
and
that
the path
"assumption
an
that Ellsworth
confident
I assumed
took
that
oppression,
a term
emotional
and
Joss s historied
pedagogy
conversation
with
their
the world,
sadly,
understand
is reminiscent
oppressed,
1 his section
recalling
here
Ellsworth
and
the
agree
about
contributions,
characteristics
talk
he
and
my repeated
of Joss's
press
of critical
protests
particularly
as the
the same
program.
me;
demonstrated
(12e)
Essentially,
to Joss's
educators,
side'
Joss.
assumption
in dialogue
together
initial
After
of his fear
out of the program
concerned
my initial
I entered
that he would
responding
My faulty
of Freirean
reality,
the extent
coincidence
to hear
began
I initially
notes,
have.
that
suggests
placement
shift.
abrupt
monologic.
positionality,
(1989)
The
to opening
empathy
dropping
and
of this section
(12b-12d).
of space
my opening
noted
considering
to his poetry
at the center
placed
on a possible
a similarly
surprised
at the end
were
focusing
made
he quickly
(lib),
expression
with
and
Joss
s response
creation
from expressing
quickly
to be agentive
(10b-lla),
a revelation
and
critique
July 2010
N4,
ot Megan
immediately,
student
for him
,V 42
that
participant
(Bakhtin,
of
preparation
space
had
and
thus
1984).
IflO
> Dialogic
Bieler
in Teacher
Praxis
Preparation
Section 4: "I'm sick of it, feeling, like, alone"

I) ' :
JOSS:
But at this point, what would
15a
the program
The last thing 1 want to do is leave;
is so typical
leaving
13c
"fit" the
14a
situation
I'm sick of it, feeling,
1 want to start a charter
right?
13b
in my life.
of my questions
But none
make
I'm in.
like, alone.
14b
school,
14c
you
know?
I mean,
what I'm going through
just like being a high school
is
student;
was constantly
I felt like my voice
being silenced.
comic
You know, being a stand-up

was me attempting
to re-empower
to a teacher
and coming
my voice,
education
felt like an
program
extension of that.
up being a complete
But it has ended
14f
silencing!!
I just don t want to play anymore.
14g
I'm exhausted.
Joss's
a pattern
in 5d-6a,
6b-6c,
implied
Jones
and
With
here,
I conflated
my question,
his classroom
I was
mentor,
preparation
program's
a more
teacher
just
demonstrates
and
provisions;
preparation
the extent
for shared
to which
I suggested
Joss
or
responded
knew,
better
by
than
must
communication
be
expectations
than
(p. 67).
My question
in 13a provides
about
or "meeting,"
between
my question
program.
I initially
The
by urgent
this con
that undergird
dialogue
for not only
but a "meeting"
whenever
limited
reconciliation,
advocating
to the exchanges
in 13a),
(as
also
section
similar
Joss intuitively
optimism"
of the beliefs
example
versation:
Megan
Perhaps
critique
self defeating
was
essence,
"desires
concludes:
by cautious
ultimately
with
in 13b).
of this
beginning
that
In
7a-7b.
for talking
(as
(2003)
more
an important
and
6e-6g,
obstacles
mediated
at the
in this conversation
possibilities
describing
I, what
to my invitation
response
illustrates
14h
with
a meeting
Joss's
was
emergence
placed
hope
Joss and
between
goals
an
"dialogue."
and
attempt
the teacher
to realize
of this
pattern
in the panacea
or
4ii
"talking
cure"
my hope
was,
had
of dialogue
in some
little to lose
risk to me.
The
tion,
that
his
about
illustrates
whether
for change
work
suggests,
I personally
position:
it was
Megan;
of little
for Joss.
m this section
Skinner
& Cain,
in dialogic
conversation
to leave
a problem
as Jones's
with
conversation
participation
of our
July 2010
Perhaps,
turn Joss took
the focus
in an oppressive
stay
of Joss's
not true
N4,
of my privileged
Lachicotte,
suggests
dilemma
program
was
(Holland,
Joss shifted
Joss's
ways,
same
2005).
a result
autobiographical
self-authoring
activity
(Jones,
as a result
The
, V 42
Education
English
faced
environment
Pare
and
work
an instance
a highly
praxis.
In the
from
and/or
by many
was
1998),
the past
sec
preparation
educators:
for changeor
next
to the present.
the teacher
critical
of
agentive
whether
leave
and
to
work
elsewhere.
praxis provides a space for participants

and
clarify,
pursue individual visions for change.
Dialogic
to articulate,
Section 5: "I just want to be alive!"

JOSS:
You know, on TV last year, one of the
Buffy episodes
was a musical,
I was just reading

first song, called
Motions,"
which
and
the lyrics to the
"Going
through
the
they all sang while
they were
Some
ORB:
I5a
in a graveyard.
of Buffy s lines are: "I go out
15b
and fight the fight / Still I feel the

same
/ Nothing
estrangement
real / Nothing
just been
here is right..
going through
.. . / Sleepwalking
endeavor
here is
. / I've
the motions
through
my life's
. .. / And 1 just want to be

alive!"
Wow, that really does sound
what you're
so one option
Right,
15d
is just to play the
16a
experiencing
similar
dutiful student.
But at the same
It's against
time, I can't.
all that I believe
in.
161)
16c
17a
So how do you not "go through

motions"
17b
the
and stay in the program?
Or are you saying those things are

mutually
to
right now.
exclusive?
412
> Dialogic
Bieler
No, I don't
in Teacher
Praxis
think they re either/or.
Preparation
17c
17d
I think you re right.
18a
But what is it you want or need

education
I think 1 11 be trying to walk through

an educational
or certification
degree
181)
do what you want to do?
18c
You want to stay in education.
to
minefield.
Yeah, I think so.

1 want
to
an
here? Do you need
accomplish
to be doing
this with kids,
getting their voices
out there too.
18d
18e
That doesn
t sound like "sleepwalking
to me.
but they are going through
Yeah,
motions
Joss was
rich
cally
in and
primarily
also,
himself
time
and
of his
comments
following
the
Motions."
The
in this
section,
first possible
in which
. . . estrangement,"
This
path
path
fight"
and
"be
or being
or even
alive"
When
just
too"
Joss demonstrated
(18e),
would
incur
minefield"
school
(18b).
and
(14d,
took
15b,
an
16a,
the
Buffy;
important
18g),
step
through
the
(16a),
is a
student"
motions"
his purpose
getting
that,
their
through
toward
The
(14d).
"fight the
represented
included
voices
fighting
out there
this path,
he
an educational
to those
articulated
(15b).
"sleepwalking"
by pursuing
positionality
Joss
path
not
"feel
(15a),
endeavors"
this
(i.e.,
to take,
paths
"Going
life's
as he put it, "walk
18e,
between
the remainder
silenced"
that
his silenced
and
Joss would
living
difficult
extremely
in which
with
his awareness
situ
4 of "being
this with kids,
riskor,
By likening
thus
he suggested
been
possible
[his]
stance,
purposeful
by "doing
significant
students
dilemma
world
in Section
in alignment
(15b)
for a more
through
through
activist
to intentional,
"dutiful").
"[go]
have
the dutiful
"play[ing]
"[sleepwalk]
his description
is an active
a commitment
path,
also
connections
song
lyrics,
for his current
at an
two
life in the
song
Buffy Summers,
he may
the lyrics
outlined
and
he would
and
parallels
other
Joss
life to fighting
of Buffy
illuminating
p. 3). Through
of death
her
quoting
show
a special
expressed
as a metaphor
in making
1987,
often
of the show,
to a TV
a philosophi
Slayer,
devoted
of her lyrics;
setting
(Freire,
opposition
stance
passive
In his
the sentiment
skill
He
who
character
reference
his
worlds
schools.
graveyard
impassioned
words
1997-2003.
character,
the main
with
demonstrates
from
main
around
the song's
Joss's
fan of Buffy the Vampire
ran
with
implicitly,
suggesting
ation.
that
for Buffy, the
Joss aligned
and
is a huge
TV series
admiration
evil,
and
the
right now.
and
of many
high
clarified
his
resolution.
413
Education
English
My clarifying
and
make
the
positive
with
program
teacher
statement
ment
in which
that
our
sound
like
struggles
and
doesn't
Joss's
and
future
Here
and
was
both,
focus
were
to his
to me"
to support
his goals.
of Joss's
and
clarified,
(18f)
The
pursued
was
we
agreed
My comment
"That
to acknowledge
attempted
of past,
of his vision
for direction
his individual
more
exclusive"
"mutually
intertwining
the past
as a mo
much
it. When
(18a).
self-authoring
Joss mined
section,
to frame
goals
described.
is significant
that his reality

using
what
like, consistent
as previously
not necessarily
long-term
sleepwalking
in the next
was
would
to imagine
look
not "either/or"
articulated
his mentor
indicative
as he articulated,
was
stances
Joss
would
experience
the motions
"What
question,
or "meeting,"
teacher
active
I shifted
(17b),
I asked
program
the binary
not 'go through
In
that his situation

a student
do you
my earlier
for reconciliation
and
passive
how
July 2010
N4,
paralleled
(13a).
preparation
than
complex
(17a),
right?"
my advocacy
Joss's
"So
question,
stay in the program?"
,V 42
vision
present,
for change.
for the future
for change.
Section 6: "You have the power"

JOSS:
It s just that this would
be completely
DEB:
19a
easy to hang up.

I didn't
wait tables
retreated
for the hell of it; I
into this world where
19b
I had
no responsibilities.
After I did my 9/11 joke on 9/19
[2001],
I quit doing stand-up
went back to waiting
tables,
19c
and
you
know?
And now l m here, and moving
shattered
I made
my wife move,
terrible;
I detonated
emotional
I'm so upset with Sharon

hand
here
I9d
my family.
and it's
19e
a nasty
bomb.
because
her
L9f
forced mine.
19g
Right.
20a
I'm thinking
now, though,
you can enact

201)
It seems
power
your agency.
to me that you have the
to have a conversation
Meganand
power
of what
there are for you now where
spaces
to change
that's what
with
you also have the

your location
you decide
if
to do.
414
Bieler
The
Sections
he didn't
to take
else's
program
rendered
obvious
sites.
in"
to "active"
is to what
and
"active
and
leaving"
educators
leave
the most
complex,
At the end
stance
to choose
in 3b, when
difference
between
these
that
mentors
engage
student
teachers
to determine
and
show,
While
it appears
in Joss's
The
line
For
blurry.
one
encountered
praxis,
to pursue
or escape
their
I reminded
with
talking
in 20b
starkly
for Joss
talk
to consider.
open
or
Megan
contrasts
powerfully
can
own
of
one
that Joss should
experience.
they
critical
as an educator.
to suggest
option
between
example,
pastures?"is
whether
my
edu
nor necessarily
truly progressive,
teaching
that
and
for critical
discernable
of mentoring
in dialogic
praxis
examples
at issue
I tried
four
in dialogic
is appropriate
My counsel
only
examples
All
for greener
to do next,
I presented
(19b).
easily
(20a-20b),
what
tables
as an act of resistance
in his student
site change.
to wait
praxis,
I have
in
is often
present.
environments
of this section
3, suggests
be taken
might
action
here"Can
questions
staying,
as the "passive"
sites
neither
such
active
taking
is particularly
placement
and
that
as less
with
in Figure
be transformative.
can
we considered
a placement
when
examples
as well
not
leaving"
leaving"
difficult
of his power
counsel
to and
of engaging
since,
"leaving"
oppressive
for a passive
choice
"active
"passive
question
of actions
to dialogic
extent
switch
as shown
is not always
of intentionality,
The
requesting
decisions
(active
possibilities
examples
provide
similar
why
Joss would
is a question
him
"leaving"
to make
of engaging
ways
example,
by Joss's
oppression
is most
catorswhether
For
oppression.
to transform
staying"
disagreement
not settle
to imagine
and
of
the
to attend
oppression,
leaving),
the range
is illustrated
as
commitment
constant.
Joss
at the mercy
references
"passive"
resulting
passive
do not, however,
whether
this
work,
justice
decision
to act
of perceived
and
four
and
staying,
the site of perceived
"active
sites
"leaving"
to perceived
responses
segment
a life-altering
making
he began
numerous
for understanding
intentional,
with
and
agentive
his power
included
of the
passive
a framework
the
and
A continuum
response
to attend
of
(when
his life.
references
leaving,
This
he chose
as powerless,
and
agency,
"leave").
life of social
Joss's
of regaining
conversation
of "staying
his agency
in the program,
without
choices
though
a purposeful
those
illuminate
the active
he did
(when
Paradoxically,
him
as a way
affected
live
enrolled
agency.
program
Our
and
and
analyzed
dilemma:
enacting
program,
a stand
once
himself,
ironic
Preparation
6 parallel
and
choices
passive
Joss's
preparation
someone
that
of Section
in Teacher
Joss recounted
illustrates
decision
the
substance
and
"leave")
powerfully
found
Praxis
5, when
4 and
teacher
and
form
> Dialogic
my
The
illustrate
up space
for
goals.
415
English
\ Dialogue
Change
Voice
Education
,V 42
N4,
july
2010
Active
Passive
(taking action)
(not taking action)
Active Staying
Passive Staying
Fighting perceived oppression

Being complicit in perceived
front within situation; engag
oppression; participating in
ing in intentional disruption of situation but not interrupting
Staying
(remaining
in a situation
perceived to be
oppressive)
perceived oppression
perceived oppression
Examples:
discussing differences with
Megan (5c-5d)
creating and implementing
Examples:
not raising questions
about Megan's use of
Scan-Tron tests (6g-6j)
"playing the dutiful stu
his poetry unit (lba)

being a stand-up comjc
(lAe)
enrolling in the teacher
dent" (16a)
\
preparation program (14e)\
Active Leaving
Leaving
(not remaining
in a situation
perceived to be
oppressive)
Removing oneself from per

ceived oppression as a form of
resistance
Passive
Leaving
Retreating from perceived

oppression due to desire to
escape and/or not to take
responsibility
Examples:
withdrawing from the
teacher preparation pro
gram (12a)
changing his field place
ment site (12a; 20b)
Examples^
smoking outside and read
ing during fifthperiod (60
waiting tables (19b-19c)
Monologue
Stasis^
Silence1.
Figure 3. A framework for identifying the range of possible
response to oppression
agentive
choices
in
4i6
> Dialogic
Bieler
Praxis
in Teacher
Preparation
Coda: "I am experiencing the same kind of feelings right now, too
DEB:
JOSS:
21a
I mean,
same
I am experiencing
kind of feelings
right now too,

to stay or not,
whether
questioning
even though
the
spent three
I've already
years here.
bad things happened
Some
21b
last week, and I've been
21c
night.
Wednesday
but I think I've decided
because
program
much
to me just
crying since
to finish my
I've invested
in it already,
so
you know?
11a
What do you want to do after you re

finished?
intent?
What was your original
22b
22c
I wanted
to be a teacher
work primarily
to
educator,
with people
learning
to teach.
2 hi
You can have a job at my charter
But right now I'm not sure about

much
of anything
Right.
1 hanks.
at all.
22e
school.
22f
All right;
22g
I gotta go. Bye.
25a
All right. Bye.
23b
I understood
When
provided,
and
he would
not "leave"
my own
move
ate program
story
rather
3/10/03;
and
shared
about
one
from
3/17/03)that
positionalities.
just enough
of the conversation
specifics
if he had
reason
desired
from
The
expressions
Additionally,
the
my vague
to express
an opening
(e.g.,
cerebral
naming
he
that
my hope
about
parallel
invested"
of "I'm
context
In this conversational
(21a).
distant,
place
information
on Joss, though
personal
"already...
empathetic
result
share
indirectly
for Joss to stay (21c).
of alliancea
can
in the broader
a vague
to stay or not"
of somewhat
a place
a place
Joss and
that being
to my prior
depth
decision
I shared
"whether
possible
not from
(21 b) revealed
to support
the program,
a story to suggest
was
provides
as coming
but
in an attempt
struggle
I shared
Joss s imminent
with
empathy
did exist
of my
sharing
10b and
12e)
comprehension
you"
of shared
phrase
in a gradu
"some
(Joss,
email,
experiences
bad
things"
but kept the focus

for Joss to probe
for
to do so.
417
Education
English
At the
and
conclusion
I reversed
in much
enacting
struggle
Joss asked
my response
of direction
as agentive
Though
Joss's
my personal
the closing
for the journey
Discussion:
seemed
lacked
to begin
our
positioning
(14c,
and
alliance
22e).
"wrapping
& Sacks,
the depth
to reestablish
my intentions
founder
(Schegloff
been
but uncertainty
for meeven
school
attempt
topic
we'd
educational
and
goals
support
a prior
roles
a personal
of charter
of struggle
story
moments
role
Joss
conversation,
the
of purpose
clarity
a light-hearted
by referencing
as
my career
Joss expressed
offer was
job
the conversation
though
and
as well
I described
Joss's
in the fictitious
of this
1972)
roles
about
paralleled
(22c-22d);
himself
me
July 2010
N4,
(Labov,
mentoring
of this conversation:
(21a-21c);
(22a-22b);
or coda
traditional
,V 42
detail
and
up"
and
1973),
of Joss's,
offer comfort
ahead.
Conceptualizing
Praxis in Teacher
Dialogic
Preparation
I wouldn
I have
supported
me,
they do the slow-mo
thing,
where
there's
interview,
Joss
eventually
teaching
him
accompanied
continuum
and
about
circumstances
lit into
resulted
and
the choices
tensions
idea
my solution
my solution
might
who
alley
down
pin
a hall
I felt that day. Going
That
was
in
(Joss, final
huge.
have
possible
long-term
from
a tension
also
evident
about
was
more
to continued
of tension
dialogic
agency
and
his desire
toward
in the
dialogue
in educators'
themselves.
different
during
and
In retrospect,
monologue,
a more
livesnot
Joss wove
his
how
his struggle
to engage
in dialogic
monologic
ways
more
I recognize
while
This
2).
how
his
current
practice.
that
this conversation.
Joss's
an
practice,
Table
within
to the
reveal
monologic
(see
though,
stories
so, he illustrated
between
at times,
and
clear-cut
with
completed
to say good-bye
and
praxis
he
he left Pare,
language
but also
in doing
he made,
are
points
struggle
a pattern;
Before
not always
they teach
as impossible.
led
Joss's
are
and
Megan,
classroom
dialogic
which
our ideas
operationalized
saw
his
with
Megan's
elsewhere,
in which
agency
I thought
up in a bowling
how
huge.
school.
high
between
between
only in the contexts
1 hese
I knew
in Buffy are
they start walking
That's
That's
to meet
not
as he entered
demonstrates
a storyline
moment.
at another
continuum
the distinctions
praxis
chose
Here
graders.
illustrative
lines
and
...
you.
moments
5/14/03)
student
with
. . . , everyone
a lot to me.
without
. . . My favorite
like five people,
meant
together
this year
you.
It's like the superhero
there
10th
it through
that was
when
way.
his
made
and
Joss
and
Although
Joss
monologic,
that,
actually,
idea
might
my
have
418
> Dialogic
Bieler
Table 2. Dialogic
in Teacher
Praxis
praxis in dialectic
with monologic
Preparation
practice
Dialogic praxis
Monologic
practice
problem-posing
(Freire, 1970/2000)
How do 1 situate myself in rela

tion to knowledge?
yielding to centrifugal
forces (Bakhtin, 1981)
How comfortable do 1 want, or

need, to be in order to thrive?
yielding to centripetal
forces (Bakhtin, 1981)
developing and sup

porting individual
How am 1positioned as a
subject or an object? How am 1
positioning others?
silencing/being silenced
(i4d)
voice (i4e, i8e)
To what degree do 1 think

change is needed?
How much do 1 want to effect
fighting perceived
oppression
(15b)
banking (Freire,
1970/2000)
being complicit (6d)
going through the

motions, sleepwalking
change?
How much engergy do 1 have,

or want, to expend on effecting
being alive (15b)
(15b)
change?
staying (17a)
Where can 1 do the most good?
leaving (13c)
What risk is involved ifl take

action?
How much risk am 1 willing to
playing the dutiful

student (16a)
enacting agency (20a)
avoiding responsibility
take?
him
allowed
and
ideas
ship
that
and
Prendergast
take
speakers
conflict,
'refracts'
turns,
between
another"
perceived
equally
...
and
revealing"
in classrooms,
power
1989,
views.
differences
because
a shared
and
the qualities
22).
mentoring
that can
"Discourse
between
Joss and
"perpetuate
other,
different
to dialogic
"the
of the student
At the same
structured
I imagined
in which
relationships
As Nystrand,
self and
on his agentive
are
drawn
as this
time,
praxis
Gamoran,
because
by tension,
as one
to
enabled
us
in a way
out
study
suggests,
of domination"
voice
responses
of the mentor
characterized
relations
relation
As Palmer
choices.
qualities
are
competing
mentoring
is not dialogue
it is continually
commitment
focus
is a mutuality"
(p.
person's
the conversants,
the tension
"mentoring
revealed
by one
argue,
of these
presence
of a dialogic
(1997)
but
The
praxis.
is characteristic
(p. 8). Though
oppression,
to embrace
notes,
in dialogic
is not monopolized
Kachur,
even
to engage
interpretations
(19b)
(2007)
[are]
that
is
just
as
by inescapable
(Ellsworth,
p. 298).
41Q
the "moment
During
in transformative
to avoid
Joss
engage
Joss's
have
our
Joss
which
kind
is "taking
of dialogue
that,
argued
rather
that
is observable
seriously
by moving
dialogue.
As Table
in which
Joss revealed
twice
many
and
as
I made
of Joss's
initiating
tion
and
ment
more
can
agency
(Sachs,
Table 3. Frequency
as
the
climax,
and
sustain
Are, for example,
toward
climax
he made
Joss
however,
number
that the power
of
half of the conversa

dialogic
to determine
to establish
new
and
the total
approximated
outcomes
input
dramatic
Though
both
more
teachers
new
agentive
praxis.
the effects
how
who
engage
desire
teachers
to
less
attrition?
a teacher
teacher
moves.
closely
and
equip
in our schools.
After
is needed
on student
learning
Joss's
the program,
in the second
equitably
research
be
my own
the shift suggests
mine,
our talk more
praxis
to teacher
Creating
profession
shared
longitudinal
for change
student
exceeded
It could
the conversation's
as I did.
of opening
for the
88).
monologue
leaving
of
"matters
a context
(p.
taking
from
away
considering
moves"
number
agency
as I began
would
portion
claim
so that
place"
of it at the time,
before
that he was
that, therefore,
teacher
unaware
take
to
myself,
paths
In the latter
seriously,
can
the continuum
along
moves
talk was
vulnerable
to learning
Megan
of these
et al. (1997)
Nystrand
in this transcript
"opening
opening
his agency.
input
5 demonstrates,
in dialogic
work
leads
I was
a similar
Future
of new
students'
although
a mentor
honored
either
Joss, and
1 considered
Although
with
meeting
to engage
with
praxis
in conflict.
or even
in what
my desires
here,
in dialogic
that following
than
I engaged
2010
july
presented
were
agency
Megan,
I concluded
agency,
conversation,
most,"
with
N4,
to participate
with Joss's
to speak
silenced
of rupture"
mentoring,
interfering
urging
V 42
Education,
English
2003)
model
preparation
would
in which
of opening
us reclaim
help
"new
forms
that
prioritizes
the growth
of
as a transformative
teaching
of work
organization
moves before and after discursive
are
es
climax
Joss
Deb
Total
Opening moves made
2a, 3a, 4a, 5a, 6a, 9a, 10a, 12a,

14a, 15a, 16a, 19a, 22a, 23a
la, 7a, 8a, 11a, 13a, 17a,

18a, 20a, 21a
23
Frequency before 12e
8 (75%)
4 (25%)
12 (52%)
Frequency after 12e
6 (55%)
5 (45%)
11 (48%)
Total
14 (61%)
9 (39%)
23 (100%)
420
> Dialogic
Bieler
tabhshed
and
between
from
which
For example,
1994).
article
opened,
a goal
rei ns over
to student
primary
classroom
also
embrace
result
the
from
also
findings
of mentoring,
of
in<
mentoring,
might
might include
agency,
criticality,
and
ence
rather
some
experience
student
may
keep
vice
of "people
and
technology,
futures"
teachers
enact
This
decision
oppressive.
about
both
able
and
(Hull
addresses
whether
While
such
their
in their
own
own
agency,
to leave
a teaching
grueling
decisions
English
situation
are
such
work
work
...
present
they
reflect,
identity
to position
is in the ser
to have
capabilities
mentors
from
mentoring
and
agentive
lives[,]
et al.,
(Holland
of an
transition
mentor
what
teaching
Although
When
p. 73).
to fostering
colleagues
mend
student
and
as possible,
2006,
a case
and
and
an experi
from action
making
teacher
to influence
educators
create
helping
2000).
to pause
meaning
to believe
can
a smoother
(Fecho,
as places
student
agentive
to be contributing
thereby
creating
as agentive
& Katz,
as agentive
study
and
important
rehearse
of the traditional
teaching
commitments
identities
nature
significant
teacher
[being]
understood
to serve
When
the student
imagined
their
of evaluation,
that
occur.
and
to tools
in need
appear
suggests
can
making
are
an
Acknowledging
of agency
teachers
1991)
and
relationship.
for the strengthening
to first-year
teaching
conversations
of
include
might
provide
to i magine
the mentoring
(Cochran-Smith,
this study
teacher
to be the artificial
perceive
the characteristics
can
relationships
student
outside
students
how
of mentoring,
listening.
and
student
than
to consider
the outcomes
in mentoring
opportunities
in which
and
and listening.
and
agency,
agency,
criticality,
criticality,
in
The
philosophies.
educators
cnaracierisiics
characteristics
that
and
seriously
and
teacher
providing
educators
educators
to
to consider
consider
Ihow the
study's
mentors,
in contexts
not
mentor
challenge
action
mentors
take
goals
mentor
that student
This
qualified"
for both
indicate
classroom
"'"^e findings
The
teacher
findings
challenge
challenge
they would
to negotiate,
programs
"highly
space
the classroom
differences.
more
praxis
teach
intact,"
everything
or "highly
of
mgr
quali
fied"
fied"
the outcomes
and the
and
mentors,
mentors,
findings
Dialogic
university
this
of tension
(hat
their
and
which
moments
development
with
keeping
(Hargreaves,
with
hand
cautiously
of this study
that student
than
to "keep
in fact, be
may,
The Odyssey
was
who
findings
both
opportunity
such
suggest
and
The
choices
the inevitable
together,
hiring
different
from
isolation
privatism,
Mentoring
professionalism"
objective
when
to the possibility
make
"new
mentors
teachers.
are likely to benefit
ers might
this
teacher
15).
(p.
to the lines
returning
by many
only are open
will
to promote
Preparation
that...
with"
dispensed
Odysseus's
shared
teachers
but
[are]
in Teacher
in particular
teachers,
individualism
a key site
Praxis
and
re-create
access
and
student
and
affirm
1998).
student
teacher
facing
that he perceived
not uncommon,
to be
they should
421
not happen
cators
ing about
their
the deep
and
roots
for all,
oriented
mentoring
can
their
"feel
teaching
can
of the profession,
and
relationships
own
and
legacy
so that
make
make
decisions
their
shape
as educators.
agency
newest
as Homer's
edu
mean
about
their
pedagogical
It is time
teacher
cultivating
the
teacher
by dialogic
teachers
out of student
transparently
at last,"
strength
student
profoundly
and
of the Homerian
upon
characterized
experience
experiences
here,
by explicitly
it is incumbent
relationships,
as illustrated
view
development,
once
earliest
which,
practice,
agentive
mentoring
July 2010
N4,
when
teaching,
a supportive,
In one-on-one
praxis.
pull
student
during
to provide
V 42
Education,
English
mentoring,
dialogic
members
praxis
of our
Telemachus
to
aspired
field
to do.
Acknowledgments
I would
like to offer my deep gratitude to

and collegiality.
friendship
and continued
reviewers
who have mentored
Joss
for his assistance
I also thank
me so thoughtfully
with this project

and anonymous
the editors
during
the revision
process.
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Deborah
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education
is an
assistant
at the
program
and
of the research
on inquiry.
perspective
A strategy for research
professor
University
analysis
and analysis.
of the
coordinator
of Delaware.
She
can
be
New
English
reached
at
deb@udel.edu.
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tingent labor, welcomes
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Dialogic Praxis in Teacher Preparation: A Discourse Analysis of Mentoring Talk

Author(s): Deborah Bieler

Dialogic Praxis in Teacher Preparation:

was an old friend of Odysseus,

and keep everything

the King /Odysseus]

with orders to defer to aged Laertes

Homer's epic, Odysseus, before leaving on a long journey, asks Mentor,

in the text. To the con

for this actually

[in the kingdom]

(in this case

those involved in mentoring

The experiences and discourses

fill this need

for all human

(p. 7). These

from his belief

is not the product

Articulating,clarifying,and pursuing individual visions of change

Cycle begins again

for its current

Joss, the student

the fall semester,

is that he or she needs

that the authentic

that the mentor

of the life, dreams,

task of the mentor

that they were

In fact, the day

are best understood

The Background of Three Social

the first month

in the total autonomy,

did not seem

not the primary

the form and

five of the six granted

nor did I seek

I did not include

that the category

talk that appear

not the case

all four student

of talk that have

Mentoring conversation, or storytellingevent

in the mentoring conversation

joss and Deb's

Desiring to create meaningful student learn

never know about [others'] experiences,

Desiring space to enact a transformative vision

Determining the initial tone and trajectory of

Identifying past obstacles and searching for

Demonstrating trust by revealing something

Imagining a more just world

Placing importance on empowered voice and

Committing to purposeful living (i.e., "alive,"

Being aware of social justice work as a social

Expressions of Dialogic Praxis

Reading the world critically (Freire, 1987)

(Re)affirming ourselves as change-makers

Reversing traditional "mentoring" roles