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Critical Dialogic Education: Sustaining Inclusive Discourse Practices in U.S. Schools
Sun, April 11, 2:30 to 4:00pm EDT (2:30 to 4:00pm EDT), Division G, Division G - Section 3 Paper and Symposium SessionsSession Type: Symposium
Abstract
In this symposium, we build upon the recent call for a new field of inquiry, critical dialogic education (CDE) in light of the AERA theme of “accepting educational responsibility.” Specifically, we explore the roles and responsibilities of researchers and educators in supporting classroom discourse practices that are dialogic, critical, and inclusive. Leading researchers working in this new field will discuss ways in which they conceptualize and enact these responsibilities, including challenges and successes they have experienced. In doing so, they galvanize discussions on the means by which CDE is introduced and sustained in U.S. schools in ways that support linguistically marginalized and racialized children and youth.
Sub Unit
Chair
Papers
A Vision for Critical Dialogic Education: Implications for Researchers and Educators - Amanda Kibler, Oregon State University; Aida Walqui, WestEd; Guadalupe Valdes, Stanford University
Learning From Youth Researchers Documenting Critical Dialogic Education: Roles, Practices, and Responsibilities - Jie Park, Clark University; Sarah Michaels, Clark University; Catherine O'Connor, Boston University; Lori Simpson, Worcester Public Schools; Carlos Hernandez, Claremont Academy; Sandra Hernandez, Claremont Academy; Olivia Isom, Clark University; Tung Nguyen, Claremont Academy
Legitimating Participation: Positioning English Learners in Scientific Sense-Making - Laura Alvarez, Saint Mary's College of California; Sarah Capitelli, University of San Francisco; Marguerite L De Loney, Stanford University; Guadalupe Valdes, Stanford University
Empowering African American Student Voices in College - Anne Harper Charity-Hudley, University of California Santa Barbara; Christine L. Mallinson, University of Maryland - Baltimore County