[Edling] New Publication: Reconceptualizing the Role of Critical Dialogue in American Classrooms

[Kibler, Amanda]

Dear Colleagues,



We would like to announce the forthcoming publication of a new volume, Reconceptualizing the Role of Critical Dialogue in American Classrooms: Promoting Equity Through Dialogic Education, edited by Amanda Kibler, Guadalupe Valdés, and Aída Walqui. For a short time, a 20% discount is available on the Routledge website (see link below): enter code BSE20 at checkout.



Details regarding the volume are provided below: we hope you find it useful for your research and teacher education work!



Title: Reconceptualizing the Role of Critical Dialogue in American Classrooms

Co-Editors: Amanda Kibler, Guadalupe Valdés, and Aída Walqui

ISBN: 9780367353193

E-book price: $38.36 (limited offer)

Hardback price: $124.00 (limited offer)

DOI: https://doi.org/10.4324/9780429330667

Publisher link: https://tinyurl.com/y5d2qogz

Publisher: Routledge



About the book:

Acknowledging teacher and student dialogue as key to student development, this volume takes a critical perspective on notions of classroom participation, extending previous scholarship to illustrate how critical, dialogic pedagogies can promote equity and inclusivity. In proposing and outlining the parameters of "critical dialogic education," the contributors to this volume document and discuss examples of classroom discourse practices that challenge the monolithic and uncritical discourse practices that traditionally silence minoritized students. Chapters draw on a range of empirical studies and present multimodal data to consider aspects of teacher education; classroom environments; and curricular innovations which promote critical and dialogical student interaction, civic engagement, and linguistic versatility. This book will be of interest to scholars, postgraduate students, and researchers working in the fields of language, classroom discourse, social justice, and critical pedagogies, as well as teacher educators and professional development leaders who work with classroom teachers.



Table of Contents:



Introduction: A vision for critical dialogic education (Amanda Kibler, Guadalupe Valdés, Aída Walqui)



Affordances in the development of student voice and agency: The case of bureaucratically labeled Long-term English Learners (Yael Glick and Aída Walqui)

School Kids Investigating Language in Life and Society: Growing pains in creating dialogic learning opportunities (Jin Sook Lee, Valerie Meier, Samantha Harris, Mary Bucholtz and Dolores Inés Casillas)



English Learners as agents: Collaborative sense-making to support science and language development (Laura Alvarez, Sarah Capitelli, Guadalupe Valdés and Marguerite L. De Loney)

Translating words and worlds in Poetry Inside Out: Intergenerational research with multilingual youth on productive group talk (Jie Park, Lori Simpson, Carlos Hernandez, Sandra Hernandez, Olivia Isom, Tung Ngyuen , Sarah Michaels and Catherine O’Connor)

Teaching current immigration issues to secondary immigrant and U.S.-born students: Interdisciplinary dialogic learning for critical understandings (Tatyana Kleyn and Dina López)

Empowering African-American student voices in college (Anne H. Charity Hudley, Christine Mallinson, Erin L. Berry-McCrea and Jamaal Muwwakkil)



Conclusion: Next steps for critical dialogic education: Conceptualizing and implementing a student-centered vision (Amanda Kibler, Guadalupe Valdés and Aída Walqui)


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