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ERIC Number: EJ893801
Record Type: Journal
Publication Date: 2010-Jul
Pages: 21
Abstractor: As Provided
Reference Count: 19
ISSN: ISSN-0007-8204
Critical Conversations: Tensions and Opportunities of the Dialogical Classroom
Fecho, Bob; Collier, Nicole D.; Friese, Elizabeth E. G.; Wilson, Amy Alexandra
English Education, v42 n4 p427-447 Jul 2010
English teachers and educators of English teachers should work within rather than against the tensions present in their classrooms. For us, nothing could be more key. Until university teacher educators construct and enact classrooms that embrace the dialogical tensions and possibilities within those settings, new and veteran teachers in the profession will have few if any sustained experiences upon which to base their own dialogical classrooms. Moreover, to either deny that tensions exist or to struggle to eradicate them is to misunderstand the purpose and possibility of tension. Learners caught between stabilizing and destabilizing tensions enter a state of wobble, one that asks them to pay attention to the issues at hand and to author a response. The goal is not to remove oneself from that tension but instead to enter into a dialogue that, like the cables on a suspension bridge, uses tension for support and equilibrium.
National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States