Planning Through Dialogue for Rural Development: The European Citizens’ Panel Initiative

This paper presents a narrative of the operation of the European Citizens’ Panel that reported in 2007 on the future roles of rural areas. This dialogue was located within a wider and recent engagement by the EU with its citizens following rejection of the EU Constitutional Treaty. The paper draws attention to the contemporary rural development challenges in Europe that were debated by eight regional panels as a prelude to a wider European deliberation. The working method of the European Citizens’ Panel is outlined and critical commentary is provided on the interaction between planning through dialogue, EU citizenship renewal, and the shaping of bottom-up development trajectories.

Interpersonal Aspects of Thinking Skills in an Intercultural Language Learning Context

Asking and answering certain types of questions are thought to develop thinking skills in all types of classrooms. Previous research has demonstrated that asking higher order questions and answering with elaborated responses are associated with high achievement in first, second, and foreign language contexts. Typically more attention is paid to question frequency or achievements inferred from individual performances than to the dialogues in which asking and answering occurs. This paper argues for a focus on the construction of responses in interaction as an alternative to the investigation of questions, effects of training or individual measurements of performance. Drawing on interactional data from an adult English as a Second Language classroom, it is argued that constructing an answer to a critical question appears to be a highly collaborative and evaluative affair. The thinking skills literature suggests that responding to higher order questions is an individual higher cognitive function, however it is argued in this paper that in attempting to construct evaluative answers language learners are involved not only in a cognitive task, which may or may not be helpful to language learning, but also in a complex social task in which perspectives need to be negotiated, stances taken and identities navigated. It is suggested that higher order thinking cannot be separated from the social and cultural knowledge through which it is brought into being. It is argued that any implementation of thinking skills in an English language teaching context ought to consider interpersonal and social aspects, particularly in intercultural settings.

Absent Witnesses and the U.K. Supreme Court: Judicial Deference as Judicial Dialogue?

This article analyses the position of absent witness evidence under the UK Criminal Justice Act 2003 after significant European and domestic case law on the topic. It argues that flexibility in the hearsay regime under the 2003 Act and a permissive approach by appellate courts has increased the potential for fair trial violations in recent years. Moreover, the UK Supreme Court decision in R v Horncastle preserves domestic courts’ authority to determine the meaning of European rights and selectively defer to Parliament. This area of the law demonstrates the scope that the domestic system retains for divergence from European standards.

Situating relational ontology and transformative activist stance within the ‘everyday’ practice of coteaching and cogenerative dialogue.

This paper attempts to advance the thinking in Stetsenko’s paper by situating the concepts of relational ontology and transformative activist stance in the context of coteaching and cogenerative dialogue. In so doing, we hope to make Stetsenko’s ideas more operational in terms of access and application by researchers, teachers, policy makers and other stakeholders in education. Stetsenko argues that moving from relational ontology to a transformative activist stance can be considered as moving from participation to contribution. When this model was applied to coteaching and cogenerative dialogue, it was apparent that the coteaching and cogenerative dialogue moved further, from contribution to shared contribution, adding even greater potential for transformation. The paper also discusses the use of cultural historical activity theory in articulating the relationships, dynamics and interpretations of coteaching and cogenerative dialogue in relation to the wider context of their application.