Engaging Teachers and Students in Participatory Dialogues to Cogenerate Positive Learning Environments in Elementary Science Classrooms

• In Event: Roundtable Session 48
  In Roundtable Session: Student Empowerment, Eco-Pedagogy, Popular Culture, and Love

Abstract

This study explores approaches to creating participatory discourses with children and teachers. Specifically we examine the role of cogenerative dialogue (Tobin & Roth, 2006) as a form of engaged pedagogy (hooks, 1994), one that is holistic and responsive to classroom situations. Operating from a critical theoretic perspective, we focus our analysis on identifying strategies that emphasize dialogue between educator and learner where dialogue serves as both the process and practice of liberation (Freire, 1970; 1993). Conducted within the methodological and theoretical frameworks of critical ethnography, this study offers findings from two separate studies in which pre- and in-service teachers involved students (grades 2-6) in research utilizing cogenerative dialogues and video analysis as a transformative approach to teaching and learning science.

Authors

• Sonya N. Martin, Seoul National University

• Christina Siry, University of Luxembourg