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, 63 (2). pp. 182-197. 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
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2024 The Author(s). Published with license by Taylor & Francis Group, LLC. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http:// creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent. |
Keywords: | Classroom discourse, Dialogic pedagogy, Dialogic space, Language arts, Primary education |
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: | 24 Jan 2024 12:36 |
Last Modified: | 23 May 2024 11:49 |
Published Version: | https://www.tandfonline.com/doi/full/10.1080/00405... |
Status: | Published |
Publisher: | Taylor and Francis Group |
Identification Number: | 10.1080/00405841.2024.2307837 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:208173 |
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