Supporting Critical Dialogue across Educational Contexts

Autor/inn/en	Laman, Tasha Tropp; Jewett, Pamela; Jennings, Louise B.; Wilson, Jennifer L.; Souto-Manning, Mariana
Titel	Supporting Critical Dialogue across Educational Contexts
Quelle	In: Equity & Excellence in Education, 45 (2012) 1, S.197-216 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-5684
DOI	10.1080/10665684.2012.641871
Schlagwörter	Working Class; Homeless People; Stereotypes; Picture Books; Foreign Countries; Middle School Students; Essays; Intergroup Relations; Discourse Analysis; Immigration; Immigrants; Social Action; Critical Thinking; Dialogs (Language); Critical Literacy; Adults; Adolescents; Critical Theory; Brazil + Suchen Sie Ihr Suchwort? Arbeiterklasse; Homeless person; Homeless persons; Obdachloser; Klischee; Picture book; Bilderbuch; Ausland; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Essay; Aufsatzunterricht; Intergruppenbeziehungen; Diskursanalyse; Immigrant; Immigrantin; Immigranten; Soziales Handeln; Kritisches Denken; Dialog; Dialogs; Dialogue; Dialogues; Kritisches Lesen; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Kritische Theorie; Brasilien
Abstract	This article draws upon five different empirical studies to examine how critical dialogue can be fostered across educational settings and with diverse populations: middle-school students discussing immigration picture books, a teacher study group exploring texts on homelessness, a teacher education class studying critical literacy, working class adults in a culture circle in Brazil interrogating systems of poverty, and teens in youth organizations discussing their photo-essays that challenge negative stereotypes of youth. In this paper, we analyze discursive practices that fostered critical dialogue across these settings. In doing so, we seek to describe practices that can support practitioners as they facilitate critical dialogue with learners and one another in order to become more critically engaged participants in their own communities. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10