ABSTRACT
Arthur Noble Applebee's research and scholarship establishes that the curriculum should be conceptualized as an open-ended, collaborative, co-construction of knowledge through dialogic conversations. This chapter analyzes two examples of dialogic eventful teaching to illustrate students learning by "doing" as they come to know more about topics they care about as well as about themselves. It analyzes high school example to introduce key terms and concepts of eventness, presentness, and chronotopes and illustrates their significance for learning. The chapter uses the concept of chronotopes to show how students developed some understanding of their ideologies. Chronotopes are collectively akin to the taken-for-granted framework for a person's ideologies: their set of assumptions, beliefs, and values that shape actions and meaning-making. Dramatic inquiry is a pedagogy that can enhance dialogic eventful teaching to make experience of events in literature and life more eventful, understanding more dialogic, and the hybridization of students' chronotopes more possible than in a classroom where students only converse at desks.
