2020
DOI: 10.1177/016146812012200702
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Theory–Praxis Gap: Social Studies Teaching and Critically Transformational Dialogue

Abstract: 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 crit… Show more

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Cited by 7 publications
(4 citation statements)
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“…Instead, to actively engage in the conversation, students must be prepared to listen actively, ask clarifying questions and build on each others' comments. In doing so, students practice conversational norms about how to defer to one another when two people begin speaking at once, acknowledge a peer's idea that came before theirs and disagree respectfully and without debate (Magill and Blevins, 2020; Hess, 2009; Parker, 1997).…”
Section: Approach and Methodsmentioning
confidence: 99%
See 1 more Smart Citation
“…Instead, to actively engage in the conversation, students must be prepared to listen actively, ask clarifying questions and build on each others' comments. In doing so, students practice conversational norms about how to defer to one another when two people begin speaking at once, acknowledge a peer's idea that came before theirs and disagree respectfully and without debate (Magill and Blevins, 2020; Hess, 2009; Parker, 1997).…”
Section: Approach and Methodsmentioning
confidence: 99%
“…Dialogue takes many forms but is often categorized into three main types: discussion, deliberation and seminar (Magill and Blevins, 2020; Hess, 2009; Parker, 1997). Often dialogue lacks a formal structure in classrooms.…”
Section: Introduction and Literaturementioning
confidence: 99%
“…These realities about ideology extend across subject areas and reflect broader observations in teacher training (Aujla-Bhullar, 2011; Watkins & Noble, 2016). Ideological perceptions naturally unfold into practice in many areas including but not limited to teacher efforts to achieve multicultural education (Boyle-Baise, 1996), curating socio-historical events (King, 2020), choice of materials and methods (DeLeon, 2008), transformational dialogue (Magill & Blevins, 2020), address of controversial social issues (Busey & Mooney, 2014), use of textbooks (Chappell, 2010), interpret student outcomes (Hadley & Young, 2018), and participation with students in community engagement (Mirra & Garcia, 2022).…”
Section: Ideology Identity and Privilegementioning
confidence: 99%
“…Dialogue is a vital tool for developing the type of shared community needed to engage as citizens. Dialogue helps reveal civic identities and create commonality in civic communities (Blevins et al, 2020;Freire, 1970;Magill and Blevins, 2020). In civics education, dialogue can help unearth the issues students encounter in their everyday lives and as part of the formal curriculum (Dilworth, 2004;Journell, 2011;Mirra and Garcia, 2020;Parker and Hess, 2001).…”
Section: Dialoguementioning
confidence: 99%