Drawing on Dialogical Self Theory, this book presents a new framework for social and cultural identity construction in the literacy classroom, offering possibilities for how teachers might adjust their pedagogy to better support the range of cultural stances present in all classrooms.
In the complex multicultural/multiethnic/multilingual contexts of learning in and out of school spaces today, students and teachers are constantly dialoguing across cultures, both internally and externally, and these cultures are in dialogue with each other. The authors unpack some of the...
Drawing on Dialogical Self Theory, this book presents a new framework for social and cultural identity construction in the literacy classroom, offe...
Drawing on Dialogical Self Theory, this book presents a new framework for social and cultural identity construction in the literacy classroom, offering possibilities for how teachers might adjust their pedagogy to better support the range of cultural stances present in all classrooms.
In the complex multicultural/multiethnic/multilingual contexts of learning in and out of school spaces today, students and teachers are constantly dialoguing across cultures, both internally and externally, and these cultures are in dialogue with each other. The authors unpack some of the...
Drawing on Dialogical Self Theory, this book presents a new framework for social and cultural identity construction in the literacy classroom, offe...
In the spirit of models of argument starting with inquiry, this book starts with a question: What might it mean to teach argument in ways that open up spaces for change changes of mind, changes of practice and policy, changes in ways of talking and relating? The author explores teaching argument in ways that take into account the complexities and pluralities young people face as they attempt to enact local and global citizenship with others who may reasonably disagree. The focus is foremost on social action the hard, hopeful work of finding productive ways forward in contexts where people...
In the spirit of models of argument starting with inquiry, this book starts with a question: What might it mean to teach argument in ways that open...
In the spirit of models of argument starting with inquiry, this book starts with a question: What might it mean to teach argument in ways that open up spaces for change changes of mind, changes of practice and policy, changes in ways of talking and relating? The author explores teaching argument in ways that take into account the complexities and pluralities young people face as they attempt to enact local and global citizenship with others who may reasonably disagree. The focus is foremost on social action the hard, hopeful work of finding productive ways forward in contexts where people...
In the spirit of models of argument starting with inquiry, this book starts with a question: What might it mean to teach argument in ways that open...
