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Volume 7   Number 1     Spring 2013			Full-text
Table of Contents including Copyright Notices & Suggested Reference Format
Special Issue: Education and the Dialogical Self Frans Meijers, Guest Editor
Monologue to Dialogue: Education in the 21st Century (Introduction to the Special Issue)      Frans Meijers	1-10
School Culture, Struggling Adolescent Readers, and the Dialogical Self      Dawan Coombs	11-36
Illiteracy: Can Dialogical Self Theory Explain and Help? (Comment on Coombs)      Tom Luken	37-42
Student Teachers' Internally Persuasive Borderland Discourse and Teacher Identity      M. M. Van Rijswijk, S. F. Akkerman, & B. Koster	43-60
Teacher Identity and Dialogue: A Comment on Van Rijswijk, Akkerman, & Koster      Willem Wardekker	61-65
Unlocking the Potential of Conflicts: A Pilot Study of Professional Identity Development Facilitation During Initial Teacher Education      Äli Leijen & Katrin Kullasepp	67-86
Taking the (Next) Leap: Meta to Promoter Positions in Professional Identity Formation      (Comment on Leijen & Kullasepp)      Annemie Winters	87-90
Freire, Bakhtin, and Collaborative Pedagogy: A Dialogue with Students and Mentors      Trevor Thomas Stewart & Greg McClure	91-108
A Collaborative and Writing Pedagogy: An Antidote to Demagogy      (Comment on Stewart & McClure)      Reinekke Lengelle	109-114
Globalization, Localization, Uncertainty and Wobble: Implications for Education      Bob Fecho	115-128
Dialogical Education in a Time of Globalization: Expansion, Localization and Connection      (Comment on Fecho)      Gerard Wijers	129-135
***** Regular Article
Cultural Processes Within Dialogical Self Theory: A Socio-Cultural Perspective      of Collective Voices and Social Language      Amrei C. Joerchel	137-155

 * All articles start on odd-numbered pages.  

Copyright and Other Legal Notices

The individual articles and commentaries within this journal are

Copyright © 2013 by their respective authors.

This issue of the journal as a compendium is

Copyright © 2013 International Society for Dialogical Science.

You may print multiple copies of these materials for your own personal use, including use in your classes and/or sharing with individual colleagues as long as you do not alter the face page of each article which identifies the journal and the author's copyright. For research and archival purposes, public libraries, libraries at schools, colleges, universities and similar educational institutions, and online archives or databases may print and/or store in their research or lending collections or archives or databases multiple copies of this journal either as a whole or as individual articles without seeking further permission of the International Society for Dialogical Science (the editors would appreciate receiving a pro forma notice of any such library or archival use). No other permission is granted to you to print, copy, reproduce, or distribute additional copies of these materials. Anyone who wishes to print, copy, reproduce or distribute additional copies must obtain the permission of the individual copyright owner(s). Particular care to obtain the copyright owners' permission should be taken by anyone who intends to use this journal or any of its articles or commentaries in any commercial enterprise or "for profit" educational purposes.
  

Suggested Reference Format

Following examples in the 5th edition of the Publication Manual of the American Psychological Association for reference materials found online, we suggest that individual articles in this journal be referenced in this fashion:

Chaudhary, N. (2008). Persistent patterns in cultural negotiations of the self: Using dialogical self theory to understand self-other dynamics within culture. International Journal for Dialogical Science, 3(1), 9-30. Retrieved [insert date] from http://ijds.lemoyne.edu/journal/3_1/IJDS.3.1.02.Chaudhary.html