Above the law? The democratic implications of setting ground rules for dialogue

Barak, Matan; Lefstein, Adam

doi:10.1080/09500782.2021.1981923

Cited by 8 publications

(2 citation statements)

References 30 publications

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“…This study is part of a large‐scale intervention project conducted in 21 Israeli Hebrew‐speaking secular state primary schools and designed to promote dialogic teaching and learning in language arts classrooms (Barak et al., 2020). This project was a collaboration between scholars from three Israeli academic institutions and a large Israeli school district.…”

Section: Methodsmentioning

confidence: 99%

Reifying, Disorienting and Restoring Gender Binaries in Dialogic Literature Discussions

Orner,

Netz,

Lefstein

2024

Reading Research Quarterly

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Dialogic pedagogy aims to bring multiple voices and perspectives into conversation, to create a classroom environment inclusive of multiple student identities, and to challenge hegemonic approaches to knowledge. As such, it seems particularly well‐suited for interrogating gender binaries and enhancing gender equity. Through micro‐ethnographic discourse analysis of video‐recorded literacy lessons, this study examines how traditional gender categories were reified and/or disrupted in literacy discussions in four Israeli elementary school classrooms experimenting with dialogic pedagogy. We found students and teachers frequently relying upon gender stereotypes in the participant examples they offered and in their interpretations of the story, “Fly, Eagle, Fly,” in class discussions. Originally framed as a parable of transformation and growth, the story unexpectedly provided an avenue to explore topics such as gender, transgenderism, and transsexuality. Sporadic instances arose in the discussion in which students subverted traditional binary gender constructs. These fleeting moments of disorientation underscored dialogic pedagogy's capacity to challenge gender norms. However, students and teachers treated transgenderism as taboo, and the topic's explicit consideration generated anxiety, with the teachers and some of the students trying to silence non‐heteronormative voices. Ultimately, teachers reinforced interpretations that allowed the gender order to be restored and seemed relieved when they were able to move on from the gender trouble episode. The study highlights the potential of dialogic pedagogy to challenge the heterosexual matrix and promote gender equity. However, it also demonstrates the importance of paying greater attention to gender issues in the development of dialogic pedagogy.

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Section: Methodsmentioning

confidence: 99%

Reifying, Disorienting and Restoring Gender Binaries in Dialogic Literature Discussions

Orner,

Netz,

Lefstein

2024

Reading Research Quarterly

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“…The development of dialogic ethos (Littleton & Mercer, 2013) requires the collective establishment of ground rules for dialogue (e.g., 'all contributions are respected', 'challenges are accepted', etc. ; see also Barak & Lefstein, 2022;Mercer et al, 2019) and the creation and maintenance of a safe and positive environment in which all voices are welcome and legitimate (Hennessy et al, 2023;Shi et al, 2023). These dialogue principles are essential for dialogical argumentation to occur so that a constructive dialogue goal (i.e., persuasion, inquiry, negotiation, etc.)…”

Section: Introductionmentioning

confidence: 99%

Argument-based teaching

Rapanta

2024

ESC

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21st-century teachers are required to embrace new, student-centred pedagogical practices that lead to direct student benefits as critical and democratic citizens. One of these pedagogies is argument-based teaching. This theoretical paper provides an overview of argument-based teaching and its main applications and benefits. A relation with 21st-century teaching is established through the concept of critical literacy, a metaliteracy competence promoted by argument-based teaching and learning. After an overview of national and international initiatives, recommendations for teacher education are provided, considering the complexity of argument pedagogical content knowledge.

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A holistic theorization of the developmental potential of peer dialogue: revisiting Vygotsky

Salas

Larraín

2023

Eur J Psychol Educ

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Above the law? The democratic implications of setting ground rules for dialogue

Cited by 8 publications

References 30 publications

Reifying, Disorienting and Restoring Gender Binaries in Dialogic Literature Discussions

Reifying, Disorienting and Restoring Gender Binaries in Dialogic Literature Discussions

Argument-based teaching

A holistic theorization of the developmental potential of peer dialogue: revisiting Vygotsky

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