Per Linell took his degree in linguistics and is currently professor of language and culture, with a specialisation on communication and spoken interaction, at the University of Linköping, Sweden. He has been instrumental in building up an internationally renowned interdisciplinary graduate school in communication studies in Linköping. He has worked for many years on developing a dialogical alternative to mainstream theories in linguistics, psychology and social sciences. His production comprises more than 100 articles on dialogue, talk-in-interaction and institutional discourse. His more recent books include Approaching Dialogue (1998), The Written Language Bias in Linguistics (2005) and Dialogue in Focus Groups (2007, with I. Marková, M. Grossen and A. Salazar Orvig).

Putting subjectivity back in psychology and in social sciences is the aim of this volume. Subjectivity is a core psychological dimension but frequently forgotten. Without a full understanding of the uniqueness of each human life our understanding of psychological life fails to reach its aim. This book explores precisely the field of subjectivity, offering the reader different and innovative views on this challenging theme. This book is an asset for all those interested in understanding how the mind operates as a subjectifying process and how this subjectifying mind is simultaneously the product and the content of feeling an unique and unrepeatable subjective life. By bringing together renowned and emergent experts in the field, it provides a fresh new look on the human mind. The reader will find thought?provoking and challenging contributions of 26 different scholars, from 10 countries. It covers a wide range of perspectives and approaches, such as dialogical perspectives, cultural psychology approaches, developmental psychology, feminist perspectives, semiotics, and anthropology. This volume will be very much recommended for all sorts of scholars and students in social and human sciences interested in the human mind and in subjectivity. It will be adequate for different levels of teaching, from undergraduate to master courses. It also meant to be understood for all readers interested in the topic.

Marková offers a dialogical perspective to problems in daily life and professional practices involving communication, care, and therapy.

In Dialogic: Education for the Internet Age, Rupert Wegerif argues that the traditional model of schooling, is built on the logic of print and tends to assume that there is a single true representation of reality, which schools exist to transmit to new generations.

The Routledge Handbook of Language and Dialogue is the first comprehensive overview of the emerging and rapidly growing sub-discipline in linguistics, Language and Dialogue. Edited by one of the top scholars in the field, Edda Weigand, and comprising contributions written by a variety of likewise influential figures, the handbook aims to describe the history of modern linguistics as reasoned progress leading from de Saussure and the simplicity of artificial terms to the complexity of human action and behaviour, which is based on the integration of human abilities such as speaking, thinking, perceiving, and having emotions. The book is divided into three sections: the first focuses on the history of modern linguistics and related disciplines; the second part focuses on the core issues and open debates in the field of Language and Dialogue and introduces the arguments pro and contra certain positions; and the third section focuses on the three components that fundamentally affect language use: human nature, institutions, and culture. This handbook is the ideal resource for those interested in the relationship between Language and Dialogue, and will be of use to students and researchers in Linguistics and related fields such as Discourse Analysis, Cognitive Linguistics, and Communication.

The Routledge International Handbook of Research on Dialogic Education provides a comprehensive overview of the main ideas and themes that make up the exciting and diverse field of Dialogic Education. With contributions from the world’s leading researchers, it describes underpinning theoretical approaches, debates, methodologies, evidence of impact, how Dialogic Education relates to different areas of the curriculum and ways in which work in this field responds to the profound educational challenges of our time. The handbook is divided into seven sections, covering: The theory of Dialogic Education Classroom dialogue Dialogue, teachers and professional development Dialogic Education for literacy and language Dialogic Education and digital technology Dialogic Education in science and mathematics Dialogic Education for transformative purposes Expertly written and researched, the handbook marks the coming of age of Dialogic Education as an important and distinctive area of applied educational research. Featuring chapters from authors working in different educational contexts around the world, the handbook is of international relevance and provides an invaluable resource for researchers and students concerned with the study of educational dialogue and allied areas of socio-cultural research. It will interest students on PhD programmes in Education Faculties, Master's level courses in Education and postgraduate teacher-training courses. The accounts of results achieved by high-impact research projects around the world will also be very valuable for policy makers and practitioners.