The Whole World’s Talking: Conceptualizing the Universality of Dialogic Learning in Localized Contexts

Session Type: Symposium

Abstract

This panel explores the implications of successful uses of dialogic learning within diverse settings in the US, Spain, and Pakistan. Each project conceptualizes the use of dialogue and multivoicedness as central to the constructs of learning and identity.
Presenter 1 shows how dialogism in Interactive Groups in a Spanish school is enhanced by the cultural funds of knowledge of community volunteers. Presenter 2 chronicles the experiences of disenfranchised US high school students as they seek out dialogic spaces to advance their artistic pursuits. Presenter 3 investigates how ePortfolios are used to create dialogic learning spaces for prospective U.S. teachers. Presenter 4 describes the centrality of the localized notions of dialogue in a successful participatory teacher education program in Pakistan.

Sub Unit

• Division G - Social Context of Education / Section 1: Local Contexts of Teaching and Learning

Chair

• Sandra Racionero-Plaza, Loyola University Andalusia

Papers

• Dialogic Learning in Interactive Groups: The Importance of Local Culture in Disenfranchised Spanish Schools - Sandra Racionero-Plaza, Loyola University Andalusia

• “Stop Talking and Keep Your Eyes on Your Own Paper”: Active Minds in Passive Classrooms - Todd K. Lilly, Edgewood College

• Using E-Portfolio as a Dialogic Space for Prospective Teacher Reflection - Katrina Liu, University of Wisconsin - Whitewater

• Participation as Quality Education: Case Study of a Teacher Education Program in Pakistan - Ayesha Khurshid, Florida State University

Discussant

• Catherine F. Compton-Lilly, University of Wisconsin - Madison