Catalogue Search | MBRL
Are you sure you want to remove the book from the shelf?
{{itemTitle}}
26
result(s) for
"Fecho, Bob"
Sort by:
Possibilities and missed opportunities for generative dialogue: professional networking, online platforms and the English classroom
Purpose
Social media is increasingly vital for educators to extend their professional networks and engage in meaningful conversations. This study aims to explore how Reddit facilitates these interactions as a platform for generative dialogical exchange. For English educators, generative dialogue is paramount for professional development and classroom practice.
Design/methodology/approach
To better understand this dynamic, we outline Hermans and Hermans-Konopka’s (2010) framework of generative dialogical exchange, review relevant literature related to the implications of social media use by educators and argue for the importance of Reddit as a site of exploration into dialogical exchange. After describing our artifact selection, we offer relevant data and conclude with understanding and implications.
Findings
We argue that although online educator communities, particularly those on Reddit, offer opportunities for broad dialogical exchange for English educators, these can be marked by a push and pull between the expansion of the dialogical space and a tendency to rein it back in through reinforcing traditional power dynamics.
Originality/value
Reddit is an understudied site for extending professional networks and fostering conversations among educators, providing a novel approach to understanding these dynamics through dialogical theory.
Journal Article
Embracing Wobble
Contemporary school contexts present challenges for novice teachers seeking to support students’ literacy development by bringing content into dialogue with students’ lives. These challenges, framed as wobble moments, often contribute to high rates of teacher attrition. However, dialogue with peers, colleagues, and mentors can help teachers learn from the tensions they encounter as they enact dialogic literacy instruction. The authors share the struggles of novice teachers working to enact dialogical practices and describe how an oral inquiry process framework helped them negotiate these challenges. Working from a Bakhtinian stance, the authors present three wobble moments that were connected to school structures, personal and professional identities, and conformity to demonstrate how the oral inquiry process helped the participants learn from the difficulties they faced. Findings suggest that the oral inquiry process framework can help teachers navigate difficulty through dialogue and enact pathways that empower them. Recommendations for implementing this framework are also included.
Journal Article
Feasts of Becoming: Imagining a Literacy Classroom Based on Dialogic Beliefs
Bakhtin's language theories give educators a view into how people develop and communicate with language through dialogue. These conceptions can be applied to teaching in a variety of positive ways. The authors explore how teaching based on Bakhtinian concepts might function in the classroom, paying particular attention to the concepts of dialogue, heteroglossia, carnival, and hybridity. Although they do not provide a specific model, they refer to five pedagogical practices that might take place: • Raising questions and authoring responses by and among all participants • Embracing the importance of context and the non‐neutrality of language • Encouraging multiples perspectives • Flattening or creating disturbance within existing hierarchies • Agreeing that learning is under construction and evolving rather than reified and static The authors argue that a dialogic classroom is one where language is central to a meaning‐making process that, in turn, informs us about language. By opening up dialogue within classroom contexts by reference to Bakhtinian theories, the authors see opportunities for increased student engagement, more voices within classrooms, and more invigorating academic activities.
Journal Article
Reclaiming Literacy Classrooms Through Critical Dialogue
Authors Fecho, Coombs, and McAuley discuss the integral role of dialogue in literacy classrooms dominated by standardized testing, curriculum, and instruction. Their argument in support of the dialogical literacy classroom begins with a historical and theoretical justification for these principles, then transitions into a discussion of the troubling condition of schools as a result of the current lack of dialogue. By including the voices of students and teachers, the authors offer glimpses into classrooms in need of dialogical transactions. This commentary concludes with a call to teachers, policy makers, and community members to consider what educators risk when they fail to open up classrooms as places where diverse perspectives can be heard and individual meaning can be made of the texts of students’ lives. In addition, the authors argue here that establishing a critical dialogue in literacy classrooms is needed, perhaps now more than at any time in our past.
Journal Article
\Why Are You Doing This?\: \Acknowledging and Transcending Threat in a Critical Inquiry Classroom\
This teacher research study explores a range of ways that threat can exist and be transcended in a critical inquiry classroom by examining vignettes taken from one intensive inquiry project conducted in an urban English classroom situated in a small learning community (SLC) that was part of a larger comprehensive high school. As my students--all either African or Caribbean American--looked into issues of race and ethnicity, various stakeholders--colleagues, parents, a student teacher, the students, and me--experienced various degrees of threat to our beliefs, identities, and /or perspectives. I argue that, although critical inquiry pedagogy exacerbates feelings of threat, it also allows for the transcendence of threat. Therefore, educators need to acknowledge the ways stakeholders may feel threatened and provide means for interrogating those transactions.
Journal Article
