Value Orientations and Pedagogical Dispositions: Toward Justice-Oriented Dialogic Instruction (Poster 13)

• In Event: AERA Poster Session Sunday 11:40 a.m.
  In Poster Session: Division K Section 5 Poster Session: Teacher and Teacher Educator Learning

Abstract

As more states implement policies aligned with the science of reading to support students’ literacy skills, scholars call for research on implementing it equitably. Dialogic instruction is a discussion-based and student-centered approach promoting student agency, voice, and collaboration, with evidence that it supports both literacy learning outcomes and equitable learning experiences. This paper introduces the concept of a justice-oriented dialogic framework, a framework of value orientations and pedagogical dispositions that enhance classroom dialogicity and justice. We argue that this framework, which highlights how justice-oriented dialogic stances inform justice-oriented dialogic instruction, can support a just implementation of the science of reading.

Authors

• Rebecca Lee Lee, Michigan State University

• Shireen Al-Adeimi, Michigan State University