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ERIC Number: ED349582
Record Type: Non-Journal
Publication Date: 1992
Pages: 22
Abstractor: N/A
Reference Count: N/A
Creating Change: Towards a Dialogic Pedagogy. Report Series 2.18.
Miller, Suzanne M.
Internationally, educators are calling for teachers to help students learn to respect and value social and cultural difference. Literature teachers can also contribute to such a revolution in consciousness through literature study. It is crucial to education in a multicultural society that students are taught ways of reading and talking about literature which create respect for multiple perspectives. One means of doing this is through a "dialogic pedagogy," a conversational teaching approach in which the teacher and students engage in purposeful collaboration, guiding and inviting each other in talk and activity. Since readers construct different meanings from identical texts, text discussion can be particularly suited to provoke an interplay of differences. However, research indicates that such reflection about different perspectives rarely occurs in American schools, including literature classes, in which many teachers still rely on closed questioning. After observing teachers who successfully created conditions that produced motivated discussions about texts, four principles emerged: (1) inducing a new stance towards texts; (2) provoking collaborative reflection about alternatives; (3) scaffolding dialogic heuristics; and (4) encouraging student-initiated and sustained dialogic inquiry. If multicultural education is limited to new book lists or curricular add-ons, it may fail to become an integral part of student and citizen consciousness. (A list of 59 references is attached.) (HB)
Publication Type: Guides - Classroom - Teacher; Information Analyses
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Research Center on Literature Teaching and Learning, Albany, NY.