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Shifting the Conversation around Teaching Sensitive Topics: Critical Colleagueship in a Teacher Discourse Community
The Journal of Adolescent & Adult Literacy ( IF 1.188 ) Pub Date : 2021-07-18 , DOI: 10.1002/jaal.1186
Ashley S. Boyd , Susan G. Rose 1 , Janine J. Darragh
Affiliation  

Shifting the Conversation around Teaching Sensitive Topics: Critical Colleagueship in a Teacher Discourse Community Abstract: In this book club study designed to examine practicing teachers’ perspectives on a young adult book dealing with identity, mental health, sexuality, and family, researchers describe the tensions that arose in participants’ dialogue regarding self-censorship and the desire to meet students’ needs. Authors note findings related to how teachers from rural schools responded to the novel under study and collaborated to reach new understandings. Findings also included a pattern of critical colleagueship, where participants both challenged ideas regarding the limits of sensitive topics and supported one other in building upon ideas of how to teach texts with potentially taboo content, highlighting the value of discourse communities as professional development.

中文翻译:

围绕教学敏感话题转移对话:教师话语社区中的批判性合作

转移围绕教学敏感话题的对话:教师话语社区中的批判性同事 摘要:在这个读书俱乐部研究中,旨在检查实践教师对一本涉及身份、心理健康、性和家庭的年轻成人书籍的看法,研究人员描述了紧张局势这源于参与者关于自我审查和满足学生需求的愿望的对话。作者注意到与农村学校教师如何对正在研究的小说做出反应并合作达成新理解的调查结果。调查结果还包括一种批判性同事关系的模式,参与者既挑战关于敏感话题限制的想法,又支持对方建立关于如何教授具有潜在禁忌内容的文本的想法,
更新日期:2021-07-18
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