Segal, A, Snell, J orcid.org/0000-0002-0337-7212 and Lefstein, A (2017) Dialogic teaching to the high stakes standardized test? Research Papers in Education, 32 (5). pp. 596-610. ISSN 0267-1522
Abstract
Within current educational discourse, dialogic pedagogy is diametrically opposed to teaching to the test, especially the high stakes standardized test. While dialogic pedagogy is about critical thinking, authenticity and freedom, test preparation evokes all that is narrow, instrumental and cynical in education. In this paper we argue that such positioning of dialogic pedagogy as antithetical to testing is detrimental to attempts both to foster dialogue in classrooms and to constructively manage the high stakes standardized tests that are compulsory in so many schools. Drawing on an extended case study of dialogic teaching in one London primary school, we argue that while standardized testing is indeed an impediment to dialogic pedagogy, it does not follow that dialogue is impossible or undesirable within the testing context. By adopting an ironic stance towards the test, teachers can fulfill test preparation mandates while maintaining dialogic ideals and practices.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2016 Informa UK Limited, trading as Taylor & Francis Group. This is an Accepted Manuscript of an article published by Taylor & Francis in Research Papers in Education on 29th August 2016, available online: http://www.tandfonline.com/10.1080/02671522.2016.1225803. |
Keywords: | Dialogic pedagogy; Standardized testing; Classroom discourse; Linguistic ethnography |
Dates: |
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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: | 14 Jun 2016 12:57 |
Last Modified: | 01 Mar 2018 01:38 |
Published Version: | https://dx.doi.org/10.1080/02671522.2016.1225803 |
Status: | Published |
Publisher: | Taylor & Francis |
Identification Number: | 10.1080/02671522.2016.1225803 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:100863 |