ERIC Number: EJ1241406
Record Type: Journal
Publication Date: 2020
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0159-6306
EISSN: N/A
Compelling Student Voice: Dialogic Practices of Public Confession
Lefstein, Adam; Pollak, Itay; Segal, Aliza
Discourse: Studies in the Cultural Politics of Education, v41 n1 p110-123 2020
Encouraging and developing voice in the classroom is a key aim of dialogic pedagogy, but teachers' elicitation of student voices is not always experienced as empowering. This case study investigates a sixth grade literacy lesson discussion about responding to peer group social ostracism. The teacher pressed students to adopt and articulate a stance on this socially and morally charged issue, resulting in a series of student public confessions. Using linguistic ethnographic micro-analytic methods, we examine the realization of voice in these events. Though some confessions were student-initiated, their contents were firmly directed by the teacher and dominated by her voice. Students were compelled to take a stand, and to express improper thoughts or actions, in an appropriate voice, or be challenged and/or judged inadequate. This case study shows how attempts to empower voice can back-fire; we argue that dialogic pedagogy should include a right to remain silent.
Descriptors: Student Participation, Grade 6, Literacy Education, Student Attitudes, Social Values, Moral Values, Social Isolation, Peer Relationship, Empowerment, Self Disclosure (Individuals), Foreign Countries
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 6; Intermediate Grades; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Israel
Grant or Contract Numbers: N/A