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
1. Affordances in the Development of Student Voice and Agency: The Case of Bureaucratically Labeled Long-term English Learners
Yael Glick and Aída Walqui
2. School Kids Investigating Language in Life and Society: Growing Pains in Creating Dialogic Learning Opportunities
Jin Sook Lee, Valerie Meier, Samantha Harris, Mary Bucholtz, and Dolores Inés Casillas
3. English Learners as Agents: Collaborative Sense-making in an NGSS-aligned Science Classroom
Laura Alvarez, Sarah Capitelli, Marguerite L. De loney, and Guadalupe Valdés
4. Translating Words and Worlds in Poetry Inside Out: Intergenerational Research With Multilingual Youth on Productive Group Talk
Jie Park, Lori Simpson, Carlos Hernandez, Sandra Hernandez, Olivia Isom, Tung Nguyen, Sarah Michaels, and Catherine O’Connor
5. Teaching Current Immigration Issues to Secondary Immigrant and U.S.-born Students: Interdisciplinary Dialogic Learning for Critical Understandings
Tatyana Kleyn and Dina López
6. Empowering African-American Student Voices in College
Anne H. Charity Hudley, Christine Mallinson, Erin L. Berry-Mccrea, and Jamaal Muwwakkil
Conclusion: Next Steps for Critical Dialogic Education: Conceptualizing and Implementing a Student-centered Vision
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.