“Let’s Talk”: Promoting Dialogue and Answerability in Critical Humanities Education with Permeable Curriculum and an Adda-Based Pedagogy
PDF (English)

Słowa kluczowe

critical humanities education
permeable curriculum
Adda-based pedagogy

Jak cytować

Dutta, R. (2015). “Let’s Talk”: Promoting Dialogue and Answerability in Critical Humanities Education with Permeable Curriculum and an Adda-Based Pedagogy. Kultura-Społeczeństwo-Edukacja, 7(1), 35–59. https://doi.org/10.14746/kse.2015.1.3


Building on Moje et al and Dyson’s work within a Bakhtinian framework of dialogism and ethics of answerability, the paper argues the need for a critical humanities educator to create dialogic learning spaces within classrooms that would be engaging for students and where students would be encouraged to draw from their various ‘funds of knowledge’ in order to connect their ‘school-world’ with their other social worlds. The paper points out the interconnected nature of our knowing-in-the-world and suggests that all teachers, but especially teachers of critical humanities or social sciences adopt an adda-based pedagogy through a permeable curriculum for promoting wholesome, student-cantered learning in colleges and universities that would harness students’ various ‘funds of knowledge’ both in and outside classrooms. The paper argues that even though the use of adda in the classroom, like other similarly negotiated curricula, does generate some challenges for educators, yet the benefits of using an adda-based pedagogy in the classroom far out-weigh its disadvantages in the creation of a democratic, equitable and engaging learning environment in classrooms.
PDF (English)


Alim H.S. (2011). Global Ill-Literacies: Hip Hop Cultures, Youth Identities, and the Politics of Literacy. “Review of Research in Education” 35, s. 120–146.

Ayling D. (2010, June 17). Designing Courses for Significant Learning. Retrieved May 06, 2013, from Teaching & Learning Community at Unitec: http://tlcommunityunitec.ning.com/profiles/blogs/designing-courses-for

Bakhtin M.M. (1981). Discourse in the novel. [W:] M. Holquist (ed.), The Dialogic Imagination: Four Essays Austin. s. 259–422.

Bakhtin M.M. (1984). Problems of Dostoevsky's Poetics. Minneapolis

Bakhtin M.M. (1986). The problem of speech genres. [W:] C.E. (eds.), Speech Genres and other Late Essays. Austin, s. 60–102.

Bakhtin M.M. (1993). Towards a Philosophy of the Act. Austin.

Bender C. (1998). Bakhtinian Perspectives on 'Everyday Life' Sociology. [W:] M.M. Bell, M. Gardiner (eds.), Bakhtin and the Human Sciences: No Last Words. Thousand Oaks, s. 181–195.

Braxley K. (2005). Mastering academic English: international graduate students' use of dialogue and speech genres to meet the writing demands of graduate school. [W:] J.K. Hall, G. Vitanova, L. Marchenkova (eds.), Dialogue with Bakhtin on Second and Foreign Language Learning: New Perspectives. Mahwah, New Jersey, s. 11–32.

Bruner J. (1996). The Culture of Education. Cambridge, Mass.

Buddhadeb Bose. (2010). Adda. [W:] S. Das (ed.), Adda of Kolkata. Kolkata, s. 11–15.

Chakrabarty D. (1999). Adda, Calcutta: Dwelling in modernity. “Public Culture” 11 (1), s. 109–145.

Chattopadhyay N. (2010). Adda, Aro Adda. [W:] S.D. (ed.), Kolkatar Adda, s. 16–32.

Clark K., Holquist M. (1984). Mikhail Bakhtin. Cambridge.

Conklin H.G. (2008). Modelling compassion in critical, justice-oriented teacher education. Harvard Educational Review , 74 (4), s. 652–674.

Das, S. (2010). Suchonakotha [Introduction]. [W:] S.D. (ed.), Adda of Kolkata. Kolkata.

Dutta R. (2015). The Integrated Curriculum and the Place(s) of Learning in Higher Education: Notes from an Indian University Campus. [W:] F. Uslu (ed.), Proceedings of INTCESS’15 – 2nd International Conference on Education and Social Sciences. s. 1394–1407. Istanbul.

Dyson A.H. (1993). Negotiating a permeable curriculum: On literacy, diversity, and the interplay of children's and teachers' worlds. “NCTE Concept Papers” No. 9, s. 1–40. Urbana, IL: National Council of Teachers of English.

Fink L.D. (n.d.). A Self-Directed Guide to Designing Courses for Significant Learning. Retrieved 27.01.2013 from Teaching and Learning Community at Unitec: http://tlcommunityunitec. ning.com/

Ghosh S. (2010). Heerer naakchaabi. [W:] S.D. (ed.), Kolkatar Adda. Kolkata, s. 57–64.

González N., Moll L., Deborah N., Amanti C. (2005). Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms. New Jersey.

Gupta R. (2010). Aamader yubakaaler adda: jhaankidorshon. [W:] S.D. (ed.). Adda of Kolkata. Kolkata, s. 39–56.

Hall J.K., Vitanova G., Marchenkova L. (2005). Introduction: dialogue with Bakhtin on second and foreign language learning. [W:] J.K. Hall, G. Vitanova, L. Marchenkova (eds.). Dialogue with Bakhtin on Second and Foreign Language Learning: New Perspectives. Mahwah, NJ, s. 1–8.

Heath S.B. (1983). Ways with Words: Language, Life and Work in Communities and Classrooms. Cambridge.

Heath S.B. (2001). What no bedtime story means: narrative skills at home and school. [W:] A. Duranti (ed.). Linguistic Anthropology: A Reader. Malden, Mass., s. 319–342.

Hooks B. (1994). Teaching toTtransgress: Education as the Practice of Freedom. New York, NY.

Hults A., Infante P. (n.d.). Bakhtin's Anserability in L2 Learning (Working Titile). Unpublished Manuscript .

Mitra P. (2010). Adda: Ghore othoba pothe. [W:] S.D. (Ed.), Kolkatar Adda. Kolkata, s. 33–38.

Moje E.B., Ciechanowski K.M., Kramer, K., Ellis, L., Carrillo, R., Collazo, T. (2004). Looking for third space in content area literacy: An examination of everyday funds of knowledge and Discourse. “Reading Research Quarterly” 39 (1), s. 38–70.

Moje E.B., Ciechanowski K.M., Kramer K., Ellis L., Carrillo R., Collazo T. (n.d.). Looking for third space: An examination of everyday and secondary school literacy, knowledge, and discourse. Reading Research Quarterly , 39 (1), 38–70.

Moll L.C., Amanti C., Neff D., Gonzalez N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. “Theory Into Practice” 31 (2), s. 132–141.

Morris P. (1994). The Bakhtin Reader: Selected Writings of Bakhtin, Medvedev, Voloshinov. London.

Ray S. (2000). Bengal Renaissance: The First Phase. Calcutta.

Schwartz S. (1968). Teacher training for the humanities. Selected addresses delivered at the Conference on English Education. No 6, Part 2, s. 9–14. National Council of Teachers of English.

Sen D. (2011). Speech genres and identity: The place of adda in Bengali cultural discourse. “Journal of Emerging Knowledge on Emerging Markets”, s. 521–534.

Sidorkin A.M. (2004). In the event of learning: Alienation and participative thinking in education. “Faculty Publications”. Paper 12, s. 1–11. Digital Commons @ Rhode Island College.

Singh K. (2010). Aakaashbaani’r aashore [Gathering at Akashbani]. [W:] S.D. (ed.), Kolkatar Adda. Kolkata, s. 89–100.

Tagore R. (1912). Where the Mind is Without Fear. [W:] R. Tagore, Gitanjali (Song Offerings) (R.Tagore, Trans.). London.

Vitanova G. (2005). Authoring the self in a non-native language: a dialogic approach to agency and subjectivity. [W:] J.K. Hall, G. Vitanova, L. Marchenkova (eds.), Dialogue with Bakhtin on Second and Foreign Language Learning: New Perspectives Mahwah, N.J, s. 149–169.