Language Education Research (CLER) seminar
Dialogic pedagogy is increasingly embraced as key to improving classroom teaching and learning (e.g. Alexander 2005; Lefstein & Snell 2014). One facet of this metacommunicative ideology is the promotion of pupil agency and voice: all should be allowed and encouraged to participate in class discussions. Competing with dialogue’s egalitarian ideal, however, is another ideology, which is dominant in English primary schools, according to which pupils have inherent, fixed abilities – e.g. “bright” and “articulate” versus “low ability” and “quiet” – and only the former are capable of participating productively in dialogue (Reay 2006). This paper explores (a) how these conflicting ideologies were managed by teachers and pupils in a school adopting dialogic pedagogy, (b) how these tensions play out in the evolving identities of “low ability” pupils, and (c) how video based reflection on teaching practice (as advocated in Lefstein & Snell 2014) can be useful in resolving these conflicting ideologies.
Dr Julia Snell (School of English, University of Leeds)
Julia's talk will focus on dialogue, ability and pupil identities.
This event is open to all and there is no requirement to pre-book.
The Coach House
School of EducationUniversity of Leeds
Hillary Place is number 70 on the campus map.