A Retrospective Study of a Dialogic Elementary Classroom Understanding Long-Term Impacts of Discursive Pedagogies
This book uniquely combines data from a study focused on the use of dialogic instruction in an elementary classroom, with analysis of students’ retrospective beliefs about the classroom environment, interactions, and authority.
Through this retrospective methodology, the text offers valuable insight into the long-term impacts of discursive practices on young learners’ attitudes to learning and their educational trajectories. Analysis also serves to further understandings of how the classroom environment can function as a living dialogue, in which authority in respect to talk, knowledge sharing, and curricular choices serves as an interactional accomplishment and means of social justice.
This book will be a valuable resource for researchers and academics with an interest in classroom discourse and critical pedagogy. It will be of particular interest to those with a focus on elementary education.
1. Understanding Dialogic Pedagogy: Student Voice, Agency, and Choice 2. Interactional Accomplishments in the Dialogic Classroom: Insights from an Elementary Classroom 3. A Retrospective Case Study with Former Students 4. The Dialogic Classroom in Retrospect: Student Recollections and Long-Term Impacts 5. Inclusivity through Discursive Instruction: Relationships, Social Justice, Belonging 6. Living Dialogue and Authority in the Elementary Classroom: Insights to Inform Practice