Dialogic knowledge building
In this chapter we examine conceptually how we have formed an onlinenarrative inquiry teacher education discourse community over the lastyear and a half with emphasis on: (1) the beginning process of developingand inviting an online community; (2) the trials and tribulations ofbuilding an online community, and; (3) the dialogue process and theobstacles of dialogic interaction online. We focus our attention on buildinga safe community and use Schwier’s (2002) framework and elementsof community building for online collaboration and dialogue. In doingso, we draw on our methodological work in narrative inquiry as wellas other scholars’ work in creating communities (Campbell, Schwier, &Kenny 2005; Connelly 2011; Craig 2011). We further use the ‘combinedcommunal interplay’ of dialogue (Weigand 2010), and how to beginsuch a process online, to define the process, dilemmas, and complexitiesthat we work through and conceptualize in this chapter.