Critical and Student-Centered Discussions? Early Career Teachers’ Trajectories With Facilitating Classroom Dialogue

• In Event: Navigating Identity, Politics, and Resistance: Social Studies Educators Confronting Discomfort in a Polarized World

Abstract

This mixed methods study investigates whether and how five teachers promoted both student-centered dialogue and critical (justice-oriented) inquiry in planning and facilitating social studies discussions over two years. Findings revealed some divergence between the two, and consistent takeup of certain critical inquiry components.

Authors

• Jenni Conrad, Oregon State University

• Tiferet Ani, University of Pennsylvania

• Wendy Chan, University of Pennsylvania