Search results for: Jennings Louise
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In this paper, five professors examine the intersection of social foundations and borderland theory and their efforts to move students through resistance to understanding and affirmation of sociocultural diversity. This article is presented in two parts: the first providing examples of using a borderland approach within the classroom and the second providing illustrations moving these borderland strategies beyond the classroom. In each case, authors show the interwoven nature of pedagogy, identity, knowledge, and experience as they work to connect theory and practice.
Updated: Nov. 25, 2013
This longitudinal study builds on conceptualizations of dialogic inquiry to examine how teachers and students coconstructed a discourse of inquiry in a public magnet school. The authors examine the processes and practices that make up this discourse of inquiry. Furthermore, they also study the function of teacher talk in supporting academic and social learning and agency among students. This discourse of inquiry supports students as active, thoughtful, engaged learners and community members. Furthermore, this discourse underscores the critical role of classroom talk, collaboration, and deliberation in meaningful learning engagements.
Updated: Jul. 20, 2009