Also included, though spatially and dialogically detached from the main galleries, is a terrific collection of the posters produced by OSPAAAL (Organization of Solidarity with the Peoples of Africa, Asia and Latin America).
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Madison: Wisconsin Center for Education Research.Nystrand, M. (2002). CLASS 4.24; CLASS 4.0 User’s Manual (62 pp.). Madison: Wisconsin Center for Education Research. provides a number of measures designed to assess the quality of interaction between teachers and their students. For example, in dialogically organized instruction, teachers engage their students in probing and substantive interactions, and the talk is more like conversation or discussion than recitation.
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Relationships with other people put not only diverse information but also its selection and processing at our disposal (Flecha, 2000, p. 16). In addition, "when dialogue is egalitarian, it encourages intense reflection, since people need to understand other positions and express their own" (Flecha, 2000, p. 16). In this sense, in egalitarian dialogue, procedures and ends are dialogically agreed. Those work for purposes of understanding, and do not let interactants hide themselves behind means that obscure exclusionary interests.
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The recognition and respect of different types of knowledge raises the awareness that each person has something to share, something different and equally important. Therefore, the wider the diversity of voices engaged in egalitarian dialogue, the better the knowledge that can be dialogically constructed. In this sense, dialogic learning is oriented towards equality of differences, stating that true equality includes the right to live in a different way (Flecha, 2000). This perspective, which Paulo Freire (1997) calls unity in diversity, never defends diversity or difference without simultaneously proposing equality and fairness toward different individual and groups.
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An early version of the principle may be found a statute of the Parliament of the Province of Canada, enacted in 1857. The Act respecting the Codification of the Laws of Lower Canada relative to Civil Matters and Procedure requires that the Civil Code of Lower Canada be printed only in bilingual form, with English and French displayed on the same page: "[T]he two texts, when printed, shall stand side by side." It has been suggested that this provision of the 1857 Act is "best understood as a non- verbal legislative sign that the two texts should be interpreted dialogically."Michel Bastarache, Naiomi Metallic, Regan Morris and Christopher Essert, The Law of Bilingual Interpretation. Toronto: LexisNexis, 2008, p. vi.
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176 In the polyphonic novel each character's voice speaks for itself: the narrator and even the author are present in the narrative merely as one voice among others. No voice has a privileged authority, and all have a form that inherently expresses engagement with other voices. Thus events unfold dialogically, as a consequence of the interaction between discrete voices, not as a consequence of authorial design: > What unfolds... is not a multitude of characters and fates in a single > objective world, illuminated by a single authorial consciousness; rather a > plurality of consciousnesses, with equal rights and each with its own world, > combine but are not merged in the unity of the event. Dostoevsky's major > heroes are, by the very nature of his creative design, not only objects of > authorial discourse but also subjects of their own directly signifying > discourse.
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