Reconceptualizing the Role of Critical Dialogue in American Classrooms: Promoting Equity through Dialogic Education

In proposing and outlining the parameters of "critical dialogic education," the contributors to this volume document and discuss examples of classroom discourse practices that challenge the monolithic and uncritical discourse practices that traditionally silence minoritized students. Chapters draw on a range of empirical studies and present multimodal data to consider aspects of teacher education; classroom environments; and curricular innovations which promote critical and dialogical student interaction, civic engagement, and linguistic versatility.

This book will be of interest to scholars, postgraduate students, and researchers working in the fields of language, classroom discourse, social justice, and critical pedagogies, as well as teacher educators and professional development leaders who work with classroom teachers.