In this article, we develop the concept of ‘dialogical exemplars’ as communicative tools for scholars who wish to ‘resituate knowledge’ from dialogical single case studies. Exemplars are typological representatives that try to convey typicality in non-taxonomic terms, yet in the existing literature, they are defined in terms of their relationship to a population, class or sample. We suggest instead that ‘dialogical exemplars’, as specific instances that have the self-other at their core, can be used to convey the ‘wholeness’ of cases to various audiences. To support this proposition, we draw upon two single case studies, built 30 years apart, that are concerned with children’s daily lives and experiences. Specifically, we develop a dialogue with and between examples from each case of children's play, not only to make the case for ‘dialogical exemplars’, but also to evidence the process through which we arrived at this concept. We highlight that this process is one that researchers often go through, but, rather curiously, rarely document. In conclusion, we suggest that ‘resituating knowledge’ might be best thought of as several, non-linear, stages in the process of dialogical research that involve, and invite further dialogue.

中文翻译：

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作为交际工具的对话范例：从对话单一案例研究中重新获取知识

在本文中，我们发展了“对话范例”的概念，作为希望从对话的单一案例研究中“重新定位知识”的学者的交流工具。范例是类型学代表，试图以非分类学术语表达典型性，但在现有文献中，它们是根据它们与种群、类或样本的关系来定义的。相反，我们建议“对话范例”，作为以自我他人为核心的特定实例，可以用来向不同的受众传达案例的“整体性”。为了支持这一主张，我们借鉴了两个相隔 30 年的单一案例研究，它们与儿童的日常生活和经历有关。具体来说，我们与每个儿童游戏案例中的示例进行对话，并在示例之间进行对话，不仅要为“对话范例”提供理由，还要证明我们得出这个概念的过程。我们强调，这个过程是研究人员经常经历的过程，但奇怪的是，很少记录下来。总之，我们建议最好将“重新定位知识”视为对话研究过程中涉及并邀请进一步对话的几个非线性阶段。