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ERIC Number: EJ1167063
Record Type: Journal
Publication Date: 2018-Feb
Pages: 39
Abstractor: As Provided
ISSN: ISSN-0002-8312
"Low Ability," Participation, and Identity in Dialogic Pedagogy
Snell, Julia; Lefstein, Adam
American Educational Research Journal, v55 n1 p40-78 Feb 2018
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.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (London)
Grant or Contract Numbers: N/A