Reconceptualizing the Role of Critical Dialogue in American Classrooms
Promoting Equity through Dialogic Education
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Acknowledging teacher and student dialogue as key to student development, this volume takes a critical perspective on notions of classroom participation, extending previous scholarship to illustrate how critical, dialogic pedagogies can promote equity and inclusivity.
In proposing and outlining the parameters of "critical dialogic education," the contributors to this volume document and discuss examples of classroom discourse practices that challenge the monolithic and uncritical discourse practices that traditionally silence minoritized students. Chapters draw on a range of empirical studies and present multimodal data to consider aspects of teacher education; classroom environments; and curricular innovations which promote critical and dialogical student interaction, civic engagement, and linguistic versatility.
This book will be of interest to scholars, postgraduate students, and researchers working in the fields of language, classroom discourse, social justice, and critical pedagogies, as well as teacher educators and professional development leaders who work with classroom teachers.
Table of Contents
Introduction: A vision for critical dialogic education
Amanda Kibler, Guadalupe Valdés, Aída Walqui
- English Learners as agents: Collaborative sense-making to support science and language development
- Affordances in the development of student voice and agency: The case of bureaucratically labeled Long-term English Learners
- School Kids Investigating Language in Life and Society: Growing pains in creating dialogic learning opportunities
- Translating words and worlds in Poetry Inside Out: Intergenerational research with multilingual youth on productive group talk
- Teaching current immigration issues to secondary immigrant and U.S.-born students: Interdisciplinary dialogic learning for critical understandings
- Empowering African-American student voices in college
Laura Alvarez, Sarah Capitelli, Guadalupe Valdés and Marguerite L. De Loney
Yael Glick and Aída Walqui
Jin Sook Lee, Valerie Meier, Samantha Harris, Mary Bucholtz and Dolores Inés Casillas
Jie Park, Lori Simpson, Carlos Hernandez, Sandra Hernandez, Olivia Isom, Tung Ngyuen , Sarah Michaels and Catherine O’Connor
Tatyana Kleyn and Dina López
Anne H. Charity Hudley, Christine Mallinson, Erin L. Berry-McCrea and Jamaal Muwwakkil
Amanda Kibler, Guadalupe Valdés and Aída Walqui
Amanda Kibler is Associate Professor in the College of Education at Oregon State University, USA.
Guadalupe Valdés is Bonnie Katz Tenenbaum Professor of Education at Stanford University, USA.
Aída Walqui directs the Teacher Professional Development Program at WestEd, USA.