Dialogic Teaching, Global Literature, and Critical Literacy: Inquiring Into the Possibilities and Living in the Tensions

• In Event: 66.048 - Social Justice on the Ground: Strategies for Culturally Responsive School Environments

Abstract

Within an increasingly globalized world, calls are emerging for the inclusion of global literature within the curriculum to provide students with the knowledge, dispositions, and understandings necessary for global citizenry. This paper analyzes the perspectives and teaching practices of a fifth grade teacher teaching global literature from a critical literacy perspective, through dialogic means, and with social justice ends. The purpose of this instrumental case study is to illuminate both the tensions and possibilities of doing such work with students in an affluent suburban school in the U.S. It also posits the potential of teacher inquiry communities to add knowledge to the field by providing the opportunity, resources, and research context for teachers to pursue collaborative inquiries into their practice.

Author

• Kelly K. Wissman, University at Albany - SUNY