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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 complexity of culture and identity, what people do with
culture and identity, and how people navigate multiple cultures and
identities. Readers are invited to re-examine how they view
different cultures and the roles these play in their lives, and to
dialogue with the authors about cultures, learning, literacy,
identity, and agency.
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 need to work together across difference to get
something worthwhile done.
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 need to work together across difference to get
something worthwhile done.
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 complexity of culture and identity, what people do with
culture and identity, and how people navigate multiple cultures and
identities. Readers are invited to re-examine how they view
different cultures and the roles these play in their lives, and to
dialogue with the authors about cultures, learning, literacy,
identity, and agency.
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