Discussion and conclusions this paper began with a

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Discussion and conclusions This paper began with a theory of educational growth in the direction of dialogue as an end in itself and then illustrated what this might mean in practice and how it can be evaluated through an empirical evaluation of the impact of a particular programme promoting dialogue across cultural differencesThis direction of growth is described as involving an ‘ontological’ dimension from monologism characterised by separate and closed identities to dialogism characterised by openness to otherness. The challenge addressed by this paper was how to measure such growth in a way that was both authentic to the phenomenon and rigorous for the policy-making potential readership. To do this a dialogic research methodology was put forward and partially implemented. This dialogic methodology based on Merleau- Ponty’s notion of the ‘chiasm’ goes beyond existing accounts of dialogic methodology as improving knowledge construction through the inclusion of different voices to focus more specifically on the dynamic inter- relationship of ‘outside’ and ‘inside’ perspectives. In theory we hoped to show how the lived experience of participants in the programme fed into the development of objective and rigorous measures of the impact of the programme while at the same time these more quantitative measures were used to focus in on aspects of the lived experience of participants revealing how the programme worked when it did work. The ideal would be leading the reader into greater understanding of the programme through following the dynamic iteration of views from the outside and views from the inside. Practical constraints mean that the resultant combination of different methods was not as dialogic as was intended but nonetheless illustrates something of the potential of this dialogic methodological proposal. The corpus-linguistics inspired discourse analysis of changes in the use of language in online reflections by young people both before and after team-blogging experiences of online dialogue with other schools showed clear evidence of changes in the way in which they identified themselves and others. These changes were in the direction of increased dialogic open-mindedness promoted by the GG programme. This method showed one way in which the inside perspective of reflections by individuals could be combined with the outside perspective of statistical rigour in describing a
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Page 21 of 23 general change. The changes in each individual’s attitudes towards others and otherness were reflected in changes in the use of pronouns such as ‘we’ and ‘they’ that could be picked up by a general corpus-linguistics analysis of the difference between two corpora. At the same time that general difference helped the analysis focus in on the individual utterances that led to it. This illustration shows the potential of a dynamic circular dialogic interaction between inside and outside perspectives in which neither aspect is reduced to the other and yet there is no synthesis because it
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  • Spring '19
  • Madam Masila
  • Dialogic, MDOM

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