The Role of Cogenerative Dialogue in Mediating Successful Interactions in Urban Science Education

• In Event: Culturally Responsive Schooling in Urban Education

Abstract

this paper investigates the role of cogenerative dialogues (cogen) in constructing successful face-to-face interactions in the classroom field. As an immigrant science teacher I experienced resistance tactics from my students in an eighth grade inclusion science class that warranted the use of cogen as a tool to improve the learning environment. The study utilized sociocultural framework together with microanalysis of videotaped vignettes to obtain evidence of whether utilizing cogen in my classroom has led to the development of an interstitial culture that fostered success. The results of this study indicated that the participation in cogen have led to the production of successful face-to-face interactions that got reproduced, and transformed in other fields such as, the lab, and the classroom.

Author

• Ashraf Anis Shady, Queens College - CUNY