Transforming Talk with and about Youth in English Language Arts Pedagogy and Research

Session Submission Type: Symposium

Abstract

This panel presents research on English teachers’ and researchers’ talk with and about youth. Papers explore teachers’ uncertainties in classroom talk with youth; teachers’ “blindspots” in discussing race with youth; emotional rules that constrain youth talk; and limitations of literacy researchers’ stances in writing and talking about the youth. The presenters recommend a transformative stance toward talk with and about youth that considers how youth are positioned through pedagogical and scholarly discomforts, naiveties, and confines.

Content Area

• Area 6: Adolescent, College, and Adult Literacy Processes

Chair

• Amanda Haertling Thein, University of Iowa

Discussant

• Robert Petrone, Montana State University

Individual Presentations

• Living Beyond the Transcript: Listening to Teachers’ Lived Experiences with Dialogic Teaching - Mark A Sulzer, University of Cincinnati

• Blindspots: Pedagogical Moves that Undermine Productive Race Talk in Secondary Literature Study - Carlin Borsheim-Black, Central Michigan University

• (De)Mobilizing Emotion about Race in Multicultural Literature Pedagogy - Amanda Haertling Thein, University of Iowa; Jenna Spiering, University of Iowa

• Re-Positioning Adult Centrism within Literacy Research - Robert Petrone, Montana State University