Speak Out and Listen Up: Using Academic Debate and Dialogism to Develop Justice in Classrooms

• In Event: 29.090 - Roundtable Session 9
  In Roundtable Session: 29.090-15 - Critical Educators in Multiple Critical Spaces

Abstract

This proposal explores how authors used self-study and an underlying emphasis on democratic education to guide the development and revision of an academic debate curriculum for a summer outreach program. Using Reznitskya's description of dialogic teaching as the ideal for intellectual conversation in the classroom(2012), the authors worked towards collaborative curricular revisioning in each of three cycles of a summer program. Over the course of twelve weeks, the curricular revisions transferred more responsibility for not only topic analysis but also the conversation in the classroom to youth participants. Through the intentional self study of their practices and student , they identified how dialogic teaching becomes a means of advancing justice through the supporting of student voice.

Authors

• Susan Anne Cridland-Hughes, Clemson University

• Jacquelynn A. Malloy, Clemson University

• Angela M. Rogers, Clemson University