| Abstrakt: |
Using Vygotsky's sociocultural approach to mediated learning, and Bakhtin's (1981) concept of multi-voicedness, this study sought to expose how the teachers and newcomers (newly arrived foreign-born immigrant children) made sense of a shared classroom activity by exploring the many voices they appealed to (both present and past) to inform their pursuit of understanding. It was anticipated that exposing these voices would provide the opportunity to explore intersubjectivity as a process of understanding rather than as a product of answers, and in so doing, enhance the conversation regarding the pursuit of a socially just education (Nieto, 2010) which listens to and includes all students' voices to construct meaning throughout all shared class activities. [ABSTRACT FROM AUTHOR] |
