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.
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.
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.
Inhaltsangabe
Introduction: A Vision for Critical Dialogic EducationAmanda 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 VisionAmanda Kibler, Guadalupe Valdés, and Aída Walqui
Introduction: A Vision for Critical Dialogic EducationAmanda 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 VisionAmanda Kibler, Guadalupe Valdés, and Aída Walqui
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