Critical Inquiry and Dialogic Space

Session Type: Symposium

Abstract

This session focuses on the concept of dialogic space, that elusive shared space of possibilities that is an area of trust between speakers where ideas can be tried out, co-constructed, and realized; where knowledge is created, presented, and engaged in ways that mean it can be questioned and developed; and where interpretations of our realities are in conversation with those of others. How might dialogic space that invites critical, justice-oriented teaching and learning be opened, widened, and deepened through interactions in- and outside classrooms? Drawing on discourse analytic, micro-ethnographic data from Norwegian and US elementary, secondary, and teacher education contexts, these three papers elucidate curricular, instructional, and technological conditions that facilitate/hinder the emergence of dialogic space, and discuss challenges.

Sub Unit

• Division C - Learning and Instruction / Division C - Section 1a: Literacy

Chair

• Maureen P. Boyd, University at Buffalo - SUNY

Papers

• Critical Inquiry, Dialogic Space and Purposeful Selection of Diverse Children's Literature - Christina U. King, University at Buffalo - SUNY; Maureen P. Boyd, University at Buffalo - SUNY; Sarah D Reid, Illinois State University

• Dialogic Eventness: Can It Be Created? - Atle Skaftun, University of Stavanger

• Deepening Dialogue: How White Preservice Teachers Revised Assumptions in an Online Class About Linguistic Racism - Michael B. Sherry, University of South Florida; Mandie Bevels Dunn, University of South Florida - Tampa; Jessica O'Brien, University of South Florida

Discussant

• Maren S Aukerman, University of Calgary