Is Dialogic Questioning Possible in Social Studies Classrooms?

Dull, Laura J.; Murrow, Sonia E.

doi:10.1080/00933104.2008.10473381

Cited by 26 publications

(23 citation statements)

References 11 publications

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“…The goal is to facilitate an experience in which students can share interpretations, values, and observations in an effort to reveal something about the text informing our relationship to the world (Parker, 2003). Therefore, students dialogue in seminar to achieve new shared understandings of common ideas (Copeland, 2005;Dull & Murrow, 2008).…”

Section: Literature Review Social Studies and Dialoguementioning

confidence: 99%

Theory–Praxis Gap: Social Studies Teaching and Critically Transformational Dialogue

Magill

Blevins

2020

Teachers College Record: The Voice of Scholarship in Education

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Background/Context Social studies scholars have suggested that dialogue is vital to helping students develop the skills and disposition for becoming engaged civic participants. More critical interpretations of dialogical education would suggest that dialogue can also help students develop critically conscious understandings of the world to help them see, share, and overcome the oppressive power relationships that often order civic life. Purpose/Objective/Research Question/Focus of Study Our study examined critical social studies teacher engagements in dialogical teaching, looking at what we term the dialogi-cal theory–praxis gap. We claim teachers tend to engage in skills-based or critical dialogue (as compared with dialogue for more transformational intent), and we were curious about how and why some go further—engaging in what we call transformational critical dialogue as part of their civic teaching praxis. Our two research questions were: (1) How do self-identifying critical social studies teachers use dialogue as part of their critical instructional praxis? (2) What types of critical dialogue do self-identifying critical social studies teachers have with students? Research Design We conducted a multisite critical case study of two self-identifying critical social studies teachers to explore how dialogue existed as an aspect of their praxis. Conclusions/Recommendations Our study revealed that both focal teachers used critical historical inquiry as a way to help students develop the foundational knowledge for discussing social studies concepts and to interpret their placement along spatial and temporal axes of existence. Both teachers grounded their dialogical praxis within the sociocultural knowledge that students brought with them to their classrooms. In all contexts, dialogue was unquestionably learner centered, and teachers used critical dialogue to help students engage in society for real-world social justice purposes. We found that participants differed first in their approach to curriculum as it related to the way they understood the purpose of dialogical instruction. Second, critical dialogue as an educational practice/praxis was situated based on real and perceptual instances of power that a teacher experienced. Third, teacher ideology unquestionably informed how dialogue transpired in the classroom. Recommendations Developing dialogical pedagogical content knowledge with new teacher candidates is foundational to their willingness to engage with students in critically transformational dialogue. Teacher educators can encourage teachers to understand and incorporate the sociocultural knowledge of students and ensure that epistemic justice occurs in their dia-logical exchanges. Teachers of privilege may need to shed or reject the problematic and internalized identities that situate their acting to fully engage in material praxis. Reframing the purpose of schooling and dialogue might be grounded more fully in efforts to improve society by incorporating more critically humanizing education and possibilities for social action.

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Section: Literature Review Social Studies and Dialoguementioning

confidence: 99%

Theory–Praxis Gap: Social Studies Teaching and Critically Transformational Dialogue

Magill

Blevins

2020

Teachers College Record: The Voice of Scholarship in Education

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“…For example, civic educational experiences are determined by the community norms, local political climate, and socioeconomic standing of the communities in which students attend school. Students of higher SES are more likely to receive quality civic education, and states with high levels of political heterogeneity are more likely to have robust civics requirements (D. E. Campbell, 2006;Conover & Searing, 2000;Dull & Murrow, 2008;Kahne et al, 2000;Siegel-Stechler, 2019). In turn, these educational experiences affect students' knowledge and political literacy, their interest in politics, and their sense of efficacy and strength of opinions (D. E. Campbell, 2008;Niemi & Junn, 1998).…”

Section: Modeling Selection Effectsmentioning

confidence: 99%

Parent Encouragement and Young Adult Voting Behavior: A Potential Outcomes Approach

Siegel-Stechler

2019

Youth & Society

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Although previous research consistently finds a strong relationship between parent and child voting, the role of parent encouragement, or verbal instruction, remains less clear. In addition, few studies in this area have attempted to determine the causal mechanisms which drive this association. This study models a potential outcomes approach to causality and investigates the causal relationship between parent encouragement to vote and young adult turnout and informed voting behaviors. Results indicate that, after conditioning on factors that determine selection into treatment, parent encouragement leads to an increase of 30% in likelihood of voting and increases scores on a 6-point informed voting index by 1.04. This demonstrates the large role that parents play in determining youth engagement, while beginning to develop a more complete causal framework for how and why young people come to be active participants in public life.

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“…Despite the benefits of public issues discussions, evidence suggests in-depth discussions are not common occurrences in classrooms. For example, Nystrand, Gamoran, and Carbonara (1998) found the average 9th grade discussion was just 31.2 seconds (see also Dull & Murrow, 2008;Gimpel, Lay, & Schuknecht, 2003;Hess, 2009;Kahne, Rodriguez, Smith, & Thiede, 2000;Pace, 2008). Reasons for the lack of more robust discussions are varied.…”

Section: Democratic Discoursementioning

confidence: 99%

Gender and Public Issues Deliberations in Named and Anonymous Online Environments

Clark

Bordwell

Avery

2015

Journal of Deliberative Democracy

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Online deliberations in social studies classrooms are increasingly feasible as more schools incorporate online learning environments into their programs. The present study investigates student participation in online deliberations with particular attention to (1) the differences between opinion expression and participation in anonymous versus named conditions, (2) whether the magnitude of any such differences varies by gender, (3) whether males and females express a preference for deliberation in named or anonymous online environments, and (4) the impact of named and anonymous environments on developing students' deliberative skills. When opinion expression and participation results are analyzed by gender, we find that differences between females and males that manifest in named conditions disappear when discussing anonymously. We find that female students are significantly more likely to prefer discussing in anonymous environments. Finally, we find that students deliberating anonymously express more opinions in a subsequent deliberation than those in the named condition.

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Is Dialogic Questioning Possible in Social Studies Classrooms?

Cited by 26 publications

References 11 publications

Theory–Praxis Gap: Social Studies Teaching and Critically Transformational Dialogue

Theory–Praxis Gap: Social Studies Teaching and Critically Transformational Dialogue

Parent Encouragement and Young Adult Voting Behavior: A Potential Outcomes Approach

Gender and Public Issues Deliberations in Named and Anonymous Online Environments

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