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OverviewFull Product DetailsAuthor: Melissa Schieble , Amy Vetter , Kahdeidra Monét Martin , Rebecca RogersPublisher: Teachers' College Press Imprint: Teachers' College Press Weight: 0.230kg ISBN: 9780807763483ISBN 10: 0807763489 Pages: 160 Publication Date: 28 February 2020 Audience: Professional and scholarly , Professional & Vocational Format: Paperback Publisher's Status: Active Availability: In Print This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us. Table of ContentsContents Foreword Rebecca Rogers ix Acknowledgments xi 1. Introduction 1 Why Do We Need to Have Critical Conversations in Schools? 1 Book Overview 3 2. What Do Critical Conversations Look Like in Schools? 11 How are Critical Conversations Generative in ELA Classrooms? 13 Theories that Support Critical Conversations 16 Tensions of Critical Conversations 19 3. Building Knowledge About Power and Privilege: Confronting Dominant Narratives 23 Are All Perspectives Equally Valid? 27 Dominant Narratives of Gender and Sexuality 28 The Dominant Narrative of Individualism 30 Critical Conversations in Action: Intersections of Gender and Individualism 31 4. Engaging a Critical Learner Stance Through Racial Literacy 36 Practicing Critical Self-Reflection 36 What Is Critical Consciousness? 38 Engaging a Critical Learner Stance Through Racial Literacy 41 Strategies for Practicing a Critical Learner Stance 47 Try It Out: Engaging a Critical Learner Stance to Change Teaching Practice 52 5. Preparing Students for Critical Conversations: Creating a Critical Space 54 “Reading” Classroom Spaces with a Critical Lens 54 Establishing a Classroom Culture for Critical Conversations 56 Negotiating Tension and Modeling Repair 66 6. Making Meaning During Critical Conversations 73 Humanizing 74 Problematizing 78 Resistance During Critical Conversations 81 7. Sustaining Critical Conversations Through Critical Talk Moves 90 Critical Talk Moves 92 Critical Conversations: Carson’s Critical Talk Moves 98 Building Interactional Awareness about Critical Talk Moves 104 8. Studying Critical Conversations in Teacher Inquiry Groups Using Transcripts 106 What are Inquiry Groups? 106 What Did Teachers Say They Learned in the Inquiry Groups? 110 What Did Teachers Say They Learned from Analyzing Classroom Talk? 111 Final Thoughts 122 References 125 Index 135 About the Authors 145ReviewsThis carefully researched volume is an invaluable go-to guide for teachers eager to address critical conversations responsibly. --English Education This text lays out the why and how of engaging students in these critical conversations, which would be of value to nearly any discussion-based course in any field. The authors also showcase the power of inquiry groups as a tool to study one's own practice and reflect with others in a collaborative setting. --The Wabash Center Journal on Teaching Classroom Talk for Social Change encourages teachers to engage students in noticing and discussing harmful discourses about race, gender, and other identities. The authors take readers through a framework that includes knowledge about power, a critical learner stance, critical pedagogies, critical talk moves, and vulnerability. The text feature in-depth classroom examples from six secondary English language arts classrooms. Each chapter offers specific ways in which teachers can begin and sustain critical conversations with their students, including the creation of teacher inquiry groups that use transcript analysis as a learning tool. --Sir Read A Lot To build classrooms that hold the potential for humanizing, problematizing, and resisting power and oppression, how we interact and relate is central. Overall, this book offers a lot for teachers of various positions and experiences. --Teachers College Record Expertly organized and presented, Classroom Talk for Social Change: Critical Conversations in English Language Arts is an extraordinary and unreservedly recommended addition to school district, college, and university library Teacher Education collections and supplemental curriculum studies lists. --Midwest Book Review Expertly organized and presented, Classroom Talk for Social Change: Critical Conversations in English Language Arts is an extraordinary and unreservedly recommended addition to school district, college, and university library Teacher Education collections and supplemental curriculum studies lists. --Midwest Book Review Expertly organized and presented, Classroom Talk for Social Change: Critical Conversations in English Language Arts is an extraordinary and unreservedly recommended addition to school district, college, and university library Teacher Education collections and supplemental curriculum studies lists. --Midwest Book Review To build classrooms that hold the potential for humanizing, problematizing, and resisting power and oppression, how we interact and relate is central. Overall, this book offers a lot for teachers of various positions and experiences. --Teachers College Record Author InformationMelissa Schieble is an associate professor of English education at Hunter College of the City University of New York. Amy Vetter is a professor in English education in the School of Education at the University of North Carolina Greensboro. Kahdeidra Monét Martin is a Presidential Research Fellow and doctoral candidate in Urban Education at the Graduate Center of the City University of New York. Tab Content 6Author Website:Countries AvailableAll regions |