The Prosocial Classroom: Creating Dialogically Interactive Spaces in a Curriculum Framework

• In Event: Reconfiguring Relationships as Methodological Innovation

Abstract

This paper addresses the dialogic method in an inquiry-based ELA curriculum program for elementary students designed by the author. Specifically, the paper is a conceptual examination that reflects on the work of Bakhtin and supports “dialogism” as a form of narrative inquiry and a practice of writing. For classroom purposes and drawing attention to the institutional context in which language, writing and interaction takes place, Bakhtin has much to offer by emphasizing the value of affiliated relationship building and the power of language to shape our understandings. I synthesize theoretical support for dialogical and social interactions that actively connects to the diverse life worlds of students and the explication of a curriculum that incorporates the benefits of such pedagogy.

Author

• Susan Ann Latona, University at Buffalo - SUNY