Editors’ Introduction: Emerging Solidarities in Literacy Research

Martinez, Danny C.; Phuong, Jennifer; Thakurta, Ankhi; Stornaiuolo, Amy; Monea, Bethany; Rogers, Christopher R.; Thomas, Ebony Elizabeth; Campano, Gerald

doi:10.58680/rte202131255

Search citation statements

Order By: Relevance

Paper Sections

Select...

Citation Types

Supporting

Mentioning

Contrasting

Year Published

2023

2024

Publication Types

Select...

Other1

Article1

Relationship

Self Cite0

Independent2

Authors

Journals

Cited by 2 publications

References 4 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

Engaged Linguistic Anthropology

and¹,

Ahlers²

2023

A New Companion to Linguistic Anthropology

View full text Add to dashboard Cite

Engaged Linguistic Anthropology

and¹,

Ahlers²

2023

A New Companion to Linguistic Anthropology

View full text Add to dashboard Cite

Adopting an Empathizing Stance in Classroom Argumentation: Pedagogical Constructs and Affordances

Kim,

Ryu

2024

Research in the Teaching of English

View full text Add to dashboard Cite

Although a growing body of research recognizes the importance of viewing argumentation as a means of understanding rather than combating others, little is known about how teachers cultivate this practice in classroom conversations when teaching argumentation. This study examines how argument can be taught in classroom discourse with an empathizing stance and generates associated pedagogical constructs. Adopting a microethnographic approach to discourse analysis, this study examines the key instructional events in an argumentative writing unit in two high school English language arts classes. The analysis demonstrates that the empathizing stance is introduced in the relationship between arguers and their warrants and the differences existing between arguers. It also generates four pedagogical constructs related to the teaching of argument with the stance: (1) identifying the connection between arguers’ warrants and backgrounds; (2) transposing oneself into others’ backgrounds; (3) exploring interlocutors’ common and divergent grounds; and (4) situating argument in a broader context. It concludes with a discussion of the affordances of teaching argument with an empathizing stance.

show abstract

Editors’ Introduction: Emerging Solidarities in Literacy Research

Cited by 2 publications

References 4 publications

Engaged Linguistic Anthropology

Engaged Linguistic Anthropology

Adopting an Empathizing Stance in Classroom Argumentation: Pedagogical Constructs and Affordances

Contact Info

Product

Resources

About