Ana Marjanovic-Shane
Biographic Data
| ID | 3779720 |
|---|---|
| NAME | Ana Marjanovic-Shane |
| GIVEN NAMES | Ana |
| FAMILY NAME | Marjanovic-Shane |
| SIGNATURE | MARJANOVIC-SHANE A |
| AFFILIATIONS | Chestnut Hill College |
| ORCID | 0000-0002-5913-6880 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2019 |
| H-INDEX | 1 |
Idea-dying in critical ontological pedagogical dialogue
Many faces of the concept of culture (and education)
In this theoretical essay, we examine four conceptual gestalt approaches to culture and education: “culture as pattern,” “culture as boundary,” “culture as authorship,” and “culture as critical dialog.” In the “culture as pattern,” education aims at socializing people into a given cultural practice. Any decline from culturally valued patterns becomes a deficit for education to eliminate. In the “culture as boundary,” encounter with other cultures…
When the footlights are off
Taking a dialogic approach, this paper examines play from the point of view of the player's desire to act upon and through others. As an act-deed (postupok), play is considered as a way of relating to others as well as a means of co-creating and representing subjectivities. With Bakhtin's inspiration, play is seen as an act of agency and of becoming. It generates creative events taking place at the boundaries between several simultaneous intersec…
From ambivalence to agency
Diverse Approaches to Education
We have found ourselves both delighted by and in deep disagreement with van Oers’ article [this issue]. These two evaluative feelings are mutually supported by his work because our disagreements with van Oers have helped us to deepen our own position on the existing diverse approaches to education and develop nuances that we could not have articulated before reading his paper. In our view, van Oers’ major contribution is the clear and coherent ar…
From Play to Art-From Experience to Insight
This article investigates the role of play and playlike activities (imagination, art) in developing and using symbolic tools. We understand processes of development of symbolic tools as coordination between two types of relationships: the subject–object relationships and the subject–subject relationships. This coordination begins when a new, playlike frame of activity is introduced in the interaction. The imaginary frame of activity changes relat…
From Play to Art-From Experience to Insight
This article investigates the role of play and playlike activities (imagination, art) in developing and using symbolic tools. We understand processes of development of symbolic tools as coordination between two types of relationships: the subject–object relationships and the subject–subject relationships. This coordination begins when a new, playlike frame of activity is introduced in the interaction. The imaginary frame of activity changes relat…
From Play to Art-From Experience to Insight
This article investigates the role of play and playlike activities (imagination, art) in developing and using symbolic tools. We understand processes of development of symbolic tools as coordination between two types of relationships: the subject–object relationships and the subject–subject relationships. This coordination begins when a new, playlike frame of activity is introduced in the interaction. The imaginary frame of activity changes relat…
Diverse Approaches to Education
We have found ourselves both delighted by and in deep disagreement with van Oers’ article [this issue]. These two evaluative feelings are mutually supported by his work because our disagreements with van Oers have helped us to deepen our own position on the existing diverse approaches to education and develop nuances that we could not have articulated before reading his paper. In our view, van Oers’ major contribution is the clear and coherent ar…
From ambivalence to agency
When the footlights are off
Taking a dialogic approach, this paper examines play from the point of view of the player's desire to act upon and through others. As an act-deed (postupok), play is considered as a way of relating to others as well as a means of co-creating and representing subjectivities. With Bakhtin's inspiration, play is seen as an act of agency and of becoming. It generates creative events taking place at the boundaries between several simultaneous intersec…
Many faces of the concept of culture (and education)
In this theoretical essay, we examine four conceptual gestalt approaches to culture and education: “culture as pattern,” “culture as boundary,” “culture as authorship,” and “culture as critical dialog.” In the “culture as pattern,” education aims at socializing people into a given cultural practice. Any decline from culturally valued patterns becomes a deficit for education to eliminate. In the “culture as boundary,” encounter with other cultures…
Idea-dying in critical ontological pedagogical dialogue
Epistemology (5 works) · Sociology (5 works) · Russian Literature and Bakhtin Studies (4 works) · Aesthetics (3 works) · Dialogic (3 works) · Pedagogy (3 works) · Philosophy (3 works) · Psychology (3 works) · Art (2 works) · Digital Storytelling and Education (2 works)