Learning 123In concluding, we would state that any engaging dialogue in a learning
context has the potential to be liberating – for both students and teachers. It
is liberating to become aware of perspectives as perspectives, to
understand how power is linked to dominating voices that are re-presented
by representatives of institutions and organizations, and to become able to
articulate one’s voice together with other voices in order to generate
questions, new perspectives, and a common social understanding of the
rapidly changing reality we live in.
REFERENCES
Angell, J. R. (1913). Behavior as a category in psychology. Psychological
Review, 20(4), 255-270.
Bandura, A. (1973). Social learning theory. Englewood Cliffs, NJ: Prentice
Hall.
Bertau, M.-C. (2019, submitted). Dialogism, Bakhtin, and beyond. In H.
Stam, & H. L. de Jong (Eds.), The SAGE Handbook for Theoretical
Psychology.
Bertau, M.-C., & Tures, A. (2019). Becoming professional through
dialogical learning: How language activity shapes and (re-)organizes
the dialogical self's voicings and positions. Learning Culture and
Social Interaction, 20, 14-23.
Bertau, M.-C., Karsten, A. (2018). Reconsidering interiorization: Self
moving across language spacetimes. New Ideas in Psychology, 49, 7-
17.
Bhatia, S. (2007). Rethinking culture and identity in psychology: Towards
a transnational cultural psychology. Journal of Theoretical and
Philosophical Psychology, 27 (2), 301-320.
Bruner, J. S. (1961). The act of discovery. Harvard Educational Review
31 (1), 21–32.
Bushman, B. J., & Huesmann, L. R. (2001). Effects of televised violence
on aggression. In D. Singer, & J. Singer (Eds.), Handbook of children
and the media (pp. 223-254). Thousand Oaks, CA: Sage.