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Publication Detail
Dialogical Single Case Studies
Abstract
In this special issue, we shall see that different answers to the question of how to resituate knowledge in and from dialogical single case studies emerge. In all of the papers, we see how the construction of a dialogical single case study takes shape. In many, we see the researcher’s primary concern with, and commitment to, her participants; this is for instance a priority for Hviid’s (2019) intervention in a region that wanted to change kindergarten practices in Denmark, and the approach developed by Cornish (2019a) in working with the communities affected by the Grenfell Tower fire in London. Some of the papers in this issue foreground dialogical practices in the field, as for instance Coultas (2019), whose contribution explores whether an educational intervention in Tanzania can acknowledge the dialogicality of participants at all, and Markova´ and Novaes (2019), who consider a variety of professional practices. Others foremost focus on the analytical tools with which dialogical single case studies can be articulated, such as Zadeh and Cabra (2019) who reflect on dialogical exemplars, and Zittoun (2019), who builds a regional case study and mainly uses a dialogical analytical principle. In fact, doing so, all of the papers reflect upon the implications of dialogism as a theoretical frame, and the epistemological approach and ethical concerns of dialogical single case studies (see Cornish, 2019b for a general discussion). Collectively, the papers of this issue serve as examples of the process of resituating knowledge within a dialogical epistemic genre, and are therefore intended, as reflections, to be as open ended as the cases they describe.
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