Classroom Talk for Social Change

Melissa Schieble is an associate professor of English education at Hunter College of the City University of New York. Amy Vetter is a professor in English education in the School of Education at the University of North Carolina Greensboro. Kahdeidra Monét Martin is a Presidential Research Fellow and doctoral candidate in Urban Education at the Graduate Center of the City University of New York.

• ContentsForeword Rebecca Rogers ixAcknowledgments xi1. Introduction 1Why Do We Need to Have Critical Conversations in Schools? 1Book Overview 32. What Do Critical Conversations Look Like in Schools? 11How are Critical Conversations Generative in ELA Classrooms? 13Theories that Support Critical Conversations  16Tensions of Critical Conversations 193. Building Knowledge About Power and Privilege: Confronting Dominant Narratives 23Are All Perspectives Equally Valid? 27Dominant Narratives of Gender and Sexuality 28The Dominant Narrative of Individualism 30Critical Conversations in Action: Intersections of Gender and Individualism  314. Engaging a Critical Learner Stance Through Racial Literacy 36Practicing Critical Self-Reflection 36What Is Critical Consciousness?  38Engaging a Critical Learner Stance Through Racial Literacy 41Strategies for Practicing a Critical Learner Stance 47Try It Out: Engaging a Critical Learner Stance to Change Teaching Practice 525. Preparing Students for Critical Conversations: Creating a Critical Space 54“Reading” Classroom Spaces with a Critical Lens 54Establishing a Classroom Culture for Critical Conversations 56Negotiating Tension and Modeling Repair 666. Making Meaning During Critical Conversations 73Humanizing 74Problematizing 78Resistance During Critical Conversations 817. Sustaining Critical Conversations Through Critical Talk Moves  90Critical Talk Moves 92Critical Conversations: Carson’s Critical Talk Moves 98Building Interactional Awareness about Critical Talk Moves 1048. Studying Critical Conversations in Teacher Inquiry Groups Using Transcripts 106What are Inquiry Groups? 106What Did Teachers Say They Learned in the Inquiry Groups? 110What Did Teachers Say They Learned from Analyzing Classroom Talk? 111Final Thoughts 122References 125Index  135About the Authors 145

“Expertly organized and presented, Classroom Talk for Social Change: Critical Conversations in English Language Arts is an extraordinary and unreservedly recommended addition to school district, college, and university library Teacher Education collections and supplemental curriculum studies lists.”—Midwest Book Review