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This book brings together a collection of chapters from international researchers who give prominence to classroom talk and interaction beyond its taken-for-grantedness in pedagogical practice, and everyday happeningness in lessons. Drawing on a range of methodological and analytic paradigms, the chapters aim to draw together various perspectives on the matter to foreground its purposes, power and position as both a pedagogical practice and a pedagogical tool for student learning and participation. Empirically, the chapters direct timely attention to: the nature of classroom talk as it is understood by decades of research; the ways talk and interaction form dialogic approaches to instruction; the way talk and interaction act as critical tools in effective literacy teaching and learning; how pedagogical talk is constituted as a practice as it shapes and is shaped by the sites, histories and circumstances in which it happens; and how teachers change talk and interaction practices in ways that accomplish and secure sustainable education development.
This book argues for a dialogic turn, with a sensibility to dialogue and its role in effective pedagogical practice. It directs readers to the nature of the everyday encounters in classroom literacy lessons by focusing on the nature and influence of classroom talk and how it works—and what it affords—in the everyday unfolding of teaching and learning in its endeavor to secure ‘education’ for students.
List of contents
Dialogue the dialogic and dialogicality introducing talk and interaction in the dialogic classroom.- From being dialogic to dialogic being an asian perspective.- Promoting dialogic practices in mexican primary schools a comparative analysis.- We are having this problem lets have a meeting understanding two class meetings through dialogic restorative practices.- Beyond words researching the potential and challenges of learning through multimodal dialogue.- Creating dialogic space with adolescent multilingual learners the role of infographics.- Dialogic communities of writers dialogic approaches in the writing classroom.- Dialogic pedagogy for literacy learning in primary schools.- Listening a multidimensional participatory activity for meaning making.- Dialogic teaching practices for generating student use of disciplinary specific language and reasoning about language and text during classroom talk in senior high school science.- Quality talk for secondary students development of critical analytical thinking.- Using the mutual accomplishment of classroom talk for dialogic pedagogies.- Whats wrong with professional development for dialogic teaching.
About the author
Christine Edwards-Groves is Professor and ARC Fellow, Griffith University, Australia. She researches literacy practices, dialogic pedagogies and middle leadership, and has particular expertise in practice theory (specifically, the theory of practice architectures) and action research. With Christina Davidson, she led a national study investigating dialogic change in primary school settings, followed by a three-year longitudinal action research focused on dialogic writing in diverse classrooms. Christine is also a chief investigator in a study examining the impact of middle leadership on student learning. Some of Christine’s co-authored publications include 'Becoming a Meaning Making: Talk and Interaction in the Dialogic Classroom' (2017); 'Middle Leadership in Schools: A Practical Guide for Leading Learning' (2020); 'Generative Leadership: Rescripting the Promise of Action Research' (2021); and 'Transition and Continuity in School Literacy Development' (2021).
Christina Davidson is Associate Professor in literacy education in the School of Education at Charles Sturt University, Australia. Her areas of expertise in teaching research methods include qualitative research methodologies and methods and transcription in qualitative research. Predominately, Christina’s research examines the social interaction of children during their everyday activity in homes, communities and classrooms, in particular ways that children’s social interactions contribute to literacy learning and literacy teaching. This work has encompassed social interactions during web searching in homes and preschools and social interactions that accomplish literacy lessons in primary school classrooms. Christina is a co-editor of the book 'Digital Childhoods: Technologies and Children’s Everyday Lives', and has recently been appointed as associate editor of the Australian Journal of Language and Literacy; and is also co-author of 'Conversation Analysis and a Cultural-Historical Approach: Comparing Research Perspectives on Children’s Storytellings' (2023).
Summary
This book brings together a collection of chapters from international researchers who give prominence to classroom talk and interaction beyond its taken-for-grantedness in pedagogical practice, and everyday happeningness in lessons. Drawing on a range of methodological and analytic paradigms, the chapters aim to draw together various perspectives on the matter to foreground its purposes, power and position as both a pedagogical practice and a pedagogical tool for student learning and participation. Empirically, the chapters direct timely attention to: the nature of classroom talk as it is understood by decades of research; the ways talk and interaction form dialogic approaches to instruction; the way talk and interaction act as critical tools in effective literacy teaching and learning; how pedagogical talk is constituted as a practice as it shapes and is shaped by the sites, histories and circumstances in which it happens; and how teachers change talk and interaction practices in ways that accomplish and secure sustainable education development.
This book argues for a dialogic turn, with a sensibility to dialogue and its role in effective pedagogical practice. It directs readers to the nature of the everyday encounters in classroom literacy lessons by focusing on the nature and influence of classroom talk and how it works—and what it affords—in the everyday unfolding of teaching and learning in its endeavor to secure ‘education’ for students.
