Bouton, E. orcid.org/0000-0001-6092-8300, Lefstein, A., Segal, A. et al. (1 more author) (2024) Blurring the Boundaries: Opening and Sustaining Dialogic Spaces. Theory Into Practice. ISSN 0040-5841
Abstract
Dialogic educators have designed strategies to facilitate dialogic teaching, such as establishing ground rules, employing talk moves, and structuring discussions. Though productive, such strategies rarely open dialogic space, in which shared meaning is created through an interaction that blurs the boundaries between participating voices. Dialogic space is facilitated by tension between perspectives; openness to others, which is facilitated by ego suspension, authority relaxation and respect for and interest in others; and acceptance of dialogue’s inherent unpredictability. We explore classroom episodes in which dialogic space did and did not emerge, highlighting the importance of playfulness and mutual attunement for maneuvering within dialogic space. These cases also point to 4 challenges that dialogic space poses: tension between curricular coverage and dialogue’s unpredictability; the demands such unpredictability makes on teacher flexibility, knowledge and judgment; equity in the distribution of teacher attention and student participation; and the threat of losing control.
Metadata
Authors/Creators: |
|
---|---|
Copyright, Publisher and Additional Information: | This item is protected by copyright. This is an author produced version of an article published in Theory Into Practice. Uploaded in accordance with the publisher's self-archiving policy. |
Keywords: | Classroom discourse, Dialogic pedagogy, Dialogic space, Language arts, Primary education |
Dates: |
|
Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Arts, Humanities and Cultures (Leeds) > School of English (Leeds) |
Depositing User: | Symplectic Publications |
Date Deposited: | 24 Jan 2024 12:36 |
Last Modified: | 24 Jan 2024 12:36 |
Status: | Published online |
Publisher: | Taylor and Francis Group |
Identification Number: | https://doi.org/10.1080/00405841.2024.2307837 |
Download
Filename: DialogicSpace.TIP.done.pdf