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In Untersuchungen über professionelle und lernende Gemeinschaften liegt der Fokus üblicherweise auf der Analyse kooperativer Interaktionen und dem Etablieren geteilter Zielsetzungen. Ich schlage für die Analyse soziokultureller Praktiken in professionellen Gemeinschaften eine breitere Perspektive im Anschluss an BACHTINIAN vor, im Besonderen mit Blick auf mehrstufige (polyphone) Referenzen solcher Praktiken für individuelle und kollektive Erfahrungen. Hierzu greife ich auf Beispiele aus einer Studie zurück, die 2008 bis 2016 in Breslau (Polen) durchgeführt wurde und bei der Lehrer/innen an einem schulischen Tutor/innenprogramm teilnahmen, das auf die Herausbildung neuer Wege individualisierter Erziehung zielte.Im Beitrag diskutiere ich die Nutzbarkeit BACHTINscher Kategorien wie Dialog, Polyphonie und \"zweistimmiges Wort\" für die dokumentarische Methode und umgekehrt deren methodologische Passung für die Reproduktion der epistemologischen Struktur des dialogischen Gegenstands der Studie. Im Ergebnis identifiziere ich drei Stufen der Rekonstruktion dialogischer Bedeutung in der dokumentarischen Methode: 1. die direkte Reflexion polyphoner Stimmen, 2. die Reflexion der Reflexionen, inkl. der theoretisch rekonstruierten durch die Forscher/innen und 3. überlappende Bedeutungen (Zweistimmigkeit). Durch diese interpretative Struktur wird die dialogische Bedeutung nicht auf situationell limitierte Interaktionen reduziert, sondern umgekehrt die Totalität polyphonen Verstehens einer Aktivität sichtbar (Erfahrungssinn).

The teaching of mathematics is mostly done with tasks that learners and teachers do or solve, in and outside of class. These tasks, which are used to illustrate concepts in mathematics, are referred to in this paper as examples in mathematics. Examples that teachers choose and use are fundamental to what mathematics is taught and learned, and what opportunities for learning are created in mathematics classrooms. In this paper, I bring together two frameworks which have been used separately in mathematics education research, namely variation theory, and meaning making as a dialogic process framework, in order to understand exemplifying practices in teacher education multilingual classrooms. Lesson transcript data from an introductory class on probability in one teacher education multilingual classroom are used to illustrate how these two theories can be used to examine the choice and use of examples in mathematics teacher education multilingual classrooms. This analysis shows the dialectic relationships among the mathematical object of learning, teacher moves, and the interactional process in which the mathematics content was imbedded.

This chapter contains sections titled: Provincializing Multiculturalism in Education Dividing Lines: Anthropology and the Multiculturalization of Academia Meeting Points: The Pedagogy and the Anthropology of “The Intercultural” Intercultural Education Re‐Encountering the Anthropology of Education Conclusions: Towards a Doubly Reflexive Ethnography References

Purpose Our purpose is to critically assess integrated reporting so as to “broaden out” and “open up” dialogue and debate about how accounting and reporting standards might assist or obstruct efforts to foster sustainable business practices. Design/methodology/approach We link current debates about integrated reporting to prior research on the contested politics of social and environmental reporting, and critiques of the dominance of business case framings. We introduce research from science and technology studies that seeks to broaden out and open up appraisal methods and engagement processes in ways that highlight divergent framings and politically contentious issues, in an effort to develop empowering designs for sustainability. We demonstrate the strong resonance between this work and calls for the development of dialogic/polylogic accountings that take pluralism seriously by addressing constituencies and perspectives currently marginalized in mainstream accounting. We draw and build on both literatures to critically reflect on the International Integrated Reporting Council’s (IIRC, 2011, 2012a,b, 2013a,b) advocacy of a business case approach to integrated reporting as an innovation that can contribute to sustainability transitions. Findings We argue that integrated reporting, as conceived by the IIRC, provides a very limited and one-sided approach to assessing and reporting on sustainability issues. While the business case framing on which it rests might assist in extending the range of phenomena accounted for in organizational reports, it remains an ideologically-closed approach that is more likely to reinforce rather than encourage critical reflection on “business as usual” practices. Recognizing that the meaning and design of integrated reporting are still far from stabilized, we also illustrate more enabling possibilities aimed at identifying and engaging diverse socio-political perspectives Practical implications Science and technology studies research on the need to broaden out and open up appraisal methods, together with proposals for dialogic/polylogic accountings, facilitates a critical, nuanced discussion of the value of integrated reporting as a change initiative that might foster transitions to more sustainable business practices. Originality/value We link ideas and findings from science and technology studies with literature on dialogic/polylogic accountings to engage current debates around the merits of integrated reporting as a change initiative that can contribute to sustainability. This paper advances understanding of the role of accounting in sustainability transitions in three main ways: (i) it takes discussion of accounting change beyond the organizational level, where much professional and academic literature is currently focused, and extends existing critiques of business case approaches to social and environmental reporting; (ii) it emphasizes the political and power-laden nature of appraisal processes, dimensions that are under-scrutinized in existing accounting literature; and (iii) it introduces a novel framework that enables evaluation of individual disclosure initiatives such as integrated reporting without losing sight of the big picture of sustainability challenges.

PurposeInformed by the critical perspective of dialogic accounting theory, the purpose of this paper is to explore the use of evaluation as a means of enhancing accountability to beneficiaries within nonprofit organisations (NPOs). As a stakeholder group frequently marginalised by traditional accounting practices, the participation of beneficiaries within a NPO’s accountability structure is presented as a means of increasing social justice.Design/methodology/approachThe research design used case studies involving two NPOs, examining documents and conducting interviews across three stakeholder groups, within each organisation.FindingsFindings reveal that when viewed on beneficiaries’ terms, accountability to beneficiaries, through participative evaluation, needs to consider the particular timeframe of beneficiary engagement within each organisation. This temporal element positions downwards accountability to beneficiaries within NPOs as multi-modal.Research limitations/implicationsThe research poses a limit to statistical generalisability outside of the specific research context. However, the research prioritises theoretical generalisation to social forms and meanings, and as such provides insights for literature.Practical implicationsIn acknowledging that beneficiaries have accountability needs dependent upon their timeframe of participation, NPOs can better target their downwards accountability structures. This research also has practical implications in its attempt to action two of the United Nation’s Sustainable Development Goals.Originality/valueThis paper makes a contribution to the limited research into nonprofit accountability towards beneficiaries. Dialogic accounting theory is enacted to explore how accountability can be practised on beneficiaries’ terms.

Background While co‐production is increasingly emphasised in youth mental health research, few studies have explored how young people themselves conceptualise and evaluate responsible and dialogic co‐production. Understanding young people's perspectives is essential to ensure that participation is meaningful and protective, rather than tokenistic or exploitative. This paper offers a retrospective reflection on a 3‐year UK youth mental health programme that embedded youth involvement and co‐production from the outset, at multiple levels (research participation, advisory and leadership). Objective This study examines how young people involved in a UK youth mental health research articulate, from their own perspective, what counts as ‘meaningful co‐production’, centring its responsible, relational and dialogic dimensions. Design A Qualitative Secondary Analysis was undertaken, applying Reflexive Thematic Analysis to explore patterns and meanings in participant accounts. Setting and Participants Data comprised responses from five young people (three females and two males; M = 21 years, SD = 2.74) via an online open‐ended survey, and a focus group with eight young people (seven females and one male; M = 25.63 years, SD = 3.03). All participants had lived experience and were under 24 years old when they began their involvement in the youth mental health research programme on which this study is based. Results Two central themes emerged: (1) ‘We just want to be cared about’: Co‐production is caring and (2) ‘Please, show up as a person, not as a “researcher”’: Co‐production as a dialogic process. Young people emphasised that meaningful co‐production, in youth mental health, is relational and affective (i.e., rooted in emotional care, mutual respect, flexibility and dialogue) and that the living experience of mental health is continuous and demands sensitivity. Discussion These insights challenge procedural or ritualistic approaches to participation. Instead, they foreground care, reflexivity, power sharing and researcher presence as ethical prerequisites of co‐production. The results align with Responsible Research and Innovation (RRI) principles, highlighting the need to embed structural supports for emotional safety and relational engagement from the outset. Conclusions Meaningful co‐production in youth mental health research requires embedding relational ethics into design and practice, ensuring young people are engaged as whole persons and partners. This model moves beyond procedural inclusion towards genuinely participatory research. Patient or Public Contribution Young people with lived experience co‐designed the study materials, co‐facilitated the focus group, contributed to the interpretation and co‐authored the manuscript—ensuring that their perspectives are central to the study. Young people with lived experience of mental health were central to this study. Members of the programme's Young People's Advisory Group (YPAG) contributed to the design of the survey and focus group materials, ensuring they were youth‐friendly and relevant. Two YPAG members co‐facilitated the focus group alongside the first author, actively shaping the data collection process. Their insights and perspectives also informed the interpretation of the data, particularly in refining how themes captured relational and dialogic aspects of co‐production. Additionally, these two YPAG members are co‐authors of the manuscript, contributing to the conceptual framing, reflexivity and clarity of the results, ensuring that the work authentically reflects youth perspectives.

The expression ‘the living word’ has wide application, often in preference to an alternative use of language that is likely to threaten it. An enquiry is proposed into the potential utility of the expression for theorizing newer threats such as the use of Large Language Models. The main influence on the enquiry is the theory of dialogism, developed from work by Bakhtin and his colleagues, but other perspectives are included. The paper examines the relationships between the expression and four of its threats: technologization, monologues, static and normative approaches to meaning-making, and monolingualism. The living word appears to survive all such threats, though human thinking, communication, and meaning-making are all transformed in the process, while the perceived threat is assimilated or resisted but does not disappear. There are several contradictions in usage of the term and some resistance to the metaphor of life and death in the context of language. Faith in the living word is likely to depend on careful modulation of its meanings for a specific context through dialogue. The paper concludes that ‘the living word’ might act as a placeholder for our responses to new threats, bearing in mind that we have been continually participating in productive dialogues even when surrounded by static, monologic, and monolingual linguistic practices.

This paper analyses meaning-making processes in a blended setting—face-to-face interaction and web forum—purposely created for collaborative learning activity. The analysis focuses on one pair out of 14 dyads. The dyad comprises two female students aged 17 and 18 who attended a Brazilian third-year state secondary school. We envisioned intertextuality in a seamless thematic flux using a single theme—about everyday problems in the culture—by two different problem-solving tasks. Task#1 required discussing two polemic reports published in an online newspaper: one in favour of using digital technologies in class, the other against it. Task#2 involved perspective-taking, where students should imagine the school in 20 years. Afterwards, the pair participated in an episodic interview focusing on their participation in both tasks. The interactions were video recorded. To map the meaning-making processes, we applied the dialogic thematic analysis looking for centripetal and centrifugal forces. A semantic map was drawn and discussed. Altogether, the paired and grouped collaborative activities in blended learning promoted authorial production. Our dyad achieved reflective meta-analysis when they compared their viewpoints with the perspective of their colleagues by using justifications and explanations grounded in their production, generating reflexivity and agency in dialogue.

In many ways the school music curriculum has become increasingly diverse since the 1970s. For example, ‘pop’ and ‘world’ musics have been listed in UK curricula and syllabuses with an aim of becoming more inclusive. However, this article argues that such approaches to curriculum as content have confounded social justice in school music, and in particular when perpetuating a prejudicial discourse. To understand this discourse, three ‘distortions’ of the material nature of musical knowledge are explored as potential sources of ongoing student alienation from school music: reification, hegemonic appropriation and the loss of meaning. These distortions are also exemplified through a case study critique of social realism and the UK government’s Model Music Curriculum. By way of conclusion, and as a possible resolution to the distortions, some characteristics of a curriculum as process are proposed that have implications for decolonisation and wider issues of social justice, such as class and gender.

Persistent medically unexplained symptoms have debilitating consequences for adolescents, dramatically altering their social world and future aspirations. Few studies have focused on social and moral aspects of illness experience relevant to adolescents. In this study, the aim is to explore these aspects in depth by focusing on a single case and to address how young people attempt to create social accountability in a search for meaning when facing illness and adversity. The study is based on a view of meaning as dialogically constituted during the research process, which calls for the use of collaborative film methodology and life-mode interviewing. With a dialogic–performative approach to a narrative emplotment of medically unexplained symptoms, we present Peter as intentional and purposive, and as a person who in a reflective process of meaning making claimed his own voice and developed his own strategies of coping with his illness. The analysis brings forward a narrative of suffering, hope and intentionality that is configured by the immediate limited possibilities of agency due to Peter’s medical condition. It is, however, configured to an even greater degree by aspirations, that is, to become an accountable person through social experiences and to meet sociocultural and moral expectations of being an adolescent. The study provides insight into relational and existential aspects of meaning making in dealing with contested illness in youth and points to the potential of visual and other experience-near methods for supporting adolescents in their coping attempts and in overcoming communication barriers in everyday life and clinical encounters.