Rhetorical Practice as a Form of Collective Action in Education

Aleksandr A. Polonnikov, Belarusian State University

Recommended Citation:
Polonnikov, Aleksandr A. “Rhetorical practice as a form of collective action in education”, Social Phenomena. 2017  1(7),  pp. 21-32. (in Russian).

Abstract

Collective action in education is viewed in the article as a social and communicative construct. It is argued that collective actions in education are implemented in rhetorical form. The change of discursive action forms is treated as a mechanism of developing educational relationships. The latter is correlated with the decentration of utterance forms chosen by the speakers and the appearance of a short-term organization, i.e. a discursive subject. The basis of the rhetorical practice of the discursive subject is the subject’s refusal of privatization of utterances coupled with gaining experience of critical distance towards them, as well as discovering oneself as a medium of cultural, social, and educational meanings. The paper takes as illustrative the transformation of stereotypical ways of text analysis in the course of an organized learning communication in a real seminar. The terms of such communication are related to the change of the pedagogical ideas concerning the collective action and education.

 

  1. Keywords: collective action, discursive subject, textualization, contextualization, “expressing” reading, deconstructive reading, relationship with a sign.

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