Manifestations of Identity and Alterity in Didactic Communication

Establishing a relation between didactic communication and the continuum subjectivity - intersubjectivity - objectivity - contextualization, the objectives of the present paper are: (1) to anchor - in the didactic field - the main landmarks from specialized literature concerning communication, identity/ alterity, to the features and laws of discourse, to the roles and relations in a communication situation, to updated strategies in didactic communication etc. and (2) to inventory the main forms of manifestation, in didactic communication, of different types of identity as well as alterity. The analysis was carried out, for the second component of the present paper, on a corpus of eight texts - transcriptions of some activities/ lessons conducted in kindergarten and in primary school. I identified, in these texts, relevant examples for the following types of identity/ alterity: (a) personal identity; (b) professional identity; (c) identity of role; (d) collective identity; (e) personal alterity; (f) professional alterity; (g) alterity of role; (h) collective alterity; (i) relational alterity and (j) argumentative alterity. These forms of manifestation, in child/ children - preschool teacher, student(s) - primary school teacher, of different types of identity/ alterity demonstrate the validity of the continuum subjectivity intersubjectivity - objectivity - contextualization and open new research directions on didactic communication.