Читать книгу The Sage Handbook of Social Constructionist Practice - Группа авторов - Страница 102

When invited to write this piece, the editors asked us to provide a ‘how-to’ piece based on our experience. So, what is the process the students follow to do their research? Are there different steps? How do they begin? We could say it very simply. We start from a collaborative-dialogic stance (Anderson, 1997, 2009, 2013). In our case, the students have already a full year of introduction to different concepts and frameworks to facilitate psychotherapy practices. Among these are social construction and relational practices; reflecting process; the concepts of social poetics and spontaneous response (Shotter, 2008); the concepts of withness (Hoffman, 2007; Shotter, 2010) and radical presence (McNamee, 2015); and as part of a philosophical foundation, they have read Rorty, Bakhtin, and Wittgenstein. So they start from a position of knowing some things about dialogue and generative processes but also assuming a not-knowing position as described in the many writings of Harlene Anderson. It is also important to notice, that DSI is not methodologically but dialogically and contextually driven, as Janice DeFehr describes in her dissertation and other pieces of work (2008, 2009, 2017a, 2017b; DeFehr et al., 2012). In Kanankil, we are not pretending to talk about others, their contexts, and their texts, but with others, their contexts, and their texts.