Critical Dialogic Teaching as a Liberatory Praxis: The Obstacles Faced by Practitioners

• In Event: Antiracist, Equity-Based, and Social Justice Teacher Development

Abstract

Critical Dialogic teaching (CDT) provides opportunities for teachers to pose critical problems for inquiry (Shor & Freire, 1987) and engages students in critical thought and expression. As an asset-based approach to teaching and learning, teachers can engage minoritized students through CDT. The mixed-methods study follows three teachers trained in CDT and details their development. This paper examines the following research questions: 1) What obstacles do teachers face in engaging with dialogic teaching? 2) In what ways do teachers refine dialogic teaching practices?

Authors

• Norma I. Gonzalez, Tucson Unified School District

• Francesca Lopez, The Pennsylvania State University

• Rosario Hutchings, Tucson Unified School District

• Giselle Delcid, University of Arizona

• Crystal Raygoza, University of Arizona