Looking Inward and Outward: Fostering Introspective Argumentation

Autor/inn/en	Shanahan, Eileen; Kim, Min-Young
Titel	Looking Inward and Outward: Fostering Introspective Argumentation
Quelle	In: English Journal, 110 (2021) 4, S.100-107 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-8274
Schlagwörter	Grade 11; High School Students; Teaching Methods; Novels; Persuasive Discourse; Foreign Policy; Racial Bias; Student Attitudes; Self Concept; Cultural Differences; Civil Rights; Social Values; Audiences; Perspective Taking; Cultural Awareness; Learning Processes; English Teachers; Teacher Student Relationship; Advanced Placement; Writing Instruction; English Instruction + Suchen Sie Ihr Suchwort? School year 11; 11. Schuljahr; Schuljahr 11; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode; Novel; Roman; Persuasion; Persuasive Kommunikation; Außenpolitik; Racial discrimination; Rassismus; Schülerverhalten; Selbstkonzept; Kultureller Unterschied; Bürgerrechte; Grundrechte; Zivilrecht; Sozialer Wert; Spectator; Zuschauer; Zukunftsperspektive; Cultural identity; Kulturelle Identität; Learning process; Lernprozess; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Teacher student relationships; Lehrer-Schüler-Beziehung; Schreibunterricht; English langauage lessons
Abstract	On a February morning, Ms. Nelson (all names pseudonyms) was preparing her eleventh-grade class for a new unit with the goal of crafting arguments about the people and issues present in the classic novel "Things Fall Apart" by Chinua Achebe. As, teacher educators Eileen Shanahan and Min-Young Kim were observing in the classroom, it was not uncommon to hear students' claims like those of Maria: "Their behavior is unacceptable and disturbing." Filled with issues of cultural values, identity, and racism related to the British colonization of a Nigerian village in the 1800s, "Things Fall Apart" provided opportunities (or traps) for students to apply their notions of human rights to their arguments about the characters presented in the text. But though convenient, to fully understand the text and to craft sophisticated arguments about it, students needed to consider the values that undergirded their own arguments, as well as the values of their audience. Students learned that argumentation is not just about making passionate, grand claims to win over, but rather a process of understanding themselves and others and forging connections between them. In this article Shanahan and Kim describe the learning (theirs, Ms. Nelson's, and the students') that occurred, which shaped their understanding of argumentation. Particularly, they propose "introspective argumentation": an approach to argumentation that foregrounds personal values by looking inward within oneself and outward at the perspectives of others to create conversation with texts, others, and the world around us and to construct relationships among these. Shanahan and Kim provide steps and strategies for approaching introspective argumentation in the classroom and evidence of student learning. (ERIC).
Anmerkungen	National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01