Using the Teaching of Argumentation to Explore Issues of Race, Gender, and Sexuality

Session Type: Symposium

Abstract

The symposium considers three related issues: (1) the discussion of race, gender, and sexuality in classrooms, (2) the teaching and learning of argumentation, and (3) how the teaching of argumentation on one side and issues of race, gender, and sexuality on the other re-define each other. Findings were generated from three year-long, ethnographic case studies of teaching argumentation in high school language arts classes. Key events were analyzed using microethnographic discourse analysis. Findings suggest that the teachers’ use of argumentation grounded in communicative rationality and dialogic rationality provided opportunities for the students to consider multiple perspectives and challenge dominant narratives with narratives from their everyday lives. Findings suggest the need to theorize argumentation as inseparable from social and historical contexts.

Sub Unit

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

Chair

• David M. Bloome, The Ohio State University

Papers

• Arguing and Learning About Dominance in Hemingway's "Indian Camp" - George E. Newell, The Ohio State University; Seung Yon Ha, The Ohio State University

• Arguing Multiple Narratives in Reading Things Fall Apart and The Laramie Project - Eileen Buescher, The Ohio State University

• Arguing Race in a 10th-Grade Language Arts Classroom - David M. Bloome, The Ohio State University; SangHee Ryu, The Ohio State University - Columbus; Min-Young Kim, The Ohio State University