ABSTRACT

Critical conversations take on heightened importance with current tensions about issues involving race, income inequality, sexual orientation, and gender identity, both locally and globally. These tensions demonstrate a dire need for classroom discussions about literature to serve as a space where youth engage in rigorous, critical conversations about institutionalised forms of privilege and oppression and learn how to act as agents of change. To address that need, this study explored how teacher talk moves shaped critical conversations in one U.S. secondary English Language Arts (ELA) classroom. Findings illustrate that the teacher engaged in the following four families of critical talk moves to foster critical conversations: inquiry, inclusion, disruption, and action. Implications remind teachers that using critical talk moves to foster critical conversations involves the consistent practice of critical self-reflection, vulnerability, and knowledge about critical theories and pedagogies.

摘要

由于当前在本地和全球范围内涉及种族、收入不平等、性取向和性别认同等问题的紧张局势，批判性对话变得更加重要。这些紧张局势表明，迫切需要将关于文学的课堂讨论作为一个空间，让青年人就特权和压迫的制度化形式进行严格、批判性的对话，并学习如何充当变革的推动者。为了满足这一需求，本研究探讨了教师的谈话动作如何影响美国中学英语语言艺术 (ELA) 课堂中的批判性对话。调查结果表明，教师参与了以下四个批判性谈话系列以促进批判性对话：探究、包容、破坏和行动。