Snell, J orcid.org/0000-0002-0337-7212 and Lefstein, A (2018) “Low Ability,” Participation, and Identity in Dialogic Pedagogy. American Educational Research Journal, 55 (1). pp. 40-78. ISSN 0002-8312
Abstract
Teachers are increasingly called on to use dialogic teaching practices to engage active pupil participation in academically challenging classroom discourse. Such practices are in tension with commonly held beliefs about pupil ability as fixed and/or context independent. Moreover, teaching practices that seek to make pupil thinking visible can also make perceived pupil “inarticulateness” and/or “low ability” visible, with important implications for pupil identities. This article explores how teachers in a dialogic teaching intervention managed the participation and identities of “low ability” pupils. We use linguistic ethnographic methods to analyze three different case studies in which teachers seek to include underachieving pupils’ voices in the discussion and discuss implications for dialogic pedagogy and the study of classroom social identification processes.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2017 AERA. This is an author produced version of a paper published in American Educational Research Journal. Reprinted by permission of SAGE Publications. |
Keywords: | classroom discourse; dialogic pedagogy; identity; linguistic ethnography; pupil ability; pupil participation |
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: | 17 Aug 2017 13:33 |
Last Modified: | 23 Mar 2018 11:56 |
Status: | Published |
Publisher: | SAGE Publications |
Identification Number: | 10.3102/0002831217730010 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:120225 |