Oh, the weather outside is frightful-ly suited to staying in and checking out one of these recent publications from Faculty of Education staff!
Getting the snow-ball rolling on our list, is a monograph by Tyler Denmead on his work in arts, creativity and race.
“This books challenges the common sense view that creativity has played a positive role in kickstarting urban renewal in American cities during the past two decades. Informed by cultural studies and critical whiteness studies, The Creative Underclass advances theorization of the unmarked whiteness of “the creative,” and, in turn, how both urban and educational policy and practice in the United States have invested culturally and economically in whiteness through state-subsidized urban renewal projects. Amidst this cultural landscape, this book illuminates how young people of color from low-income backgrounds deploy creative practices to trouble their social position as members of an “underclass” who stand in the way of urban progress, and how those same practices can become entangled in the revitalization of cities at their expense.” (Tyler Denmead)
See Liz Maber‘s cool-as-ice chapter on inclusive education in Myanmar!
Maber, E.J.T. & Mar Aung, K. (2019). Gender ethnicity and disability: approaching inclusivity in Myanmar’s education reforms? in Schuelka, M.J.m Johnstone, C.J., Thomas, G. & Artiles, A. (eds.) The SAGE handbook of inclusion and diversity in education (pp. 404-418). London: SAGE.
Absolutely sleigh-ing it are the number of faculty members appearing in The Routledge International Handbook of Research on Dialogic Education!
Edited by Faculty members Rupert Wegerif, Neil Mercer and Louis Major, this is the first Handbook of research in Dialogic Education and marks, as they say, “the coming of age of dialogic education as a distinct topic” (pp.1) and area of research. Containing research undertaken in Africa, Asia, Europe, Oceania, North America, and South America, it responds to global challenges in education. Exploring a range from theoretical general issues to specific contextual applications, the chapters in this work acknowledge that dialogue is not limited to speech as a mode, and identify challenges and areas for future work.
See what some of the staff members are saying about their own chapters:
Chapter 13: Classroom dialogue and student attainment: Distinct roles for teacher-led and small-group interaction?, pp. 182-195, Christine Howe, Sara Hennessy, and Neil Mercer.
“After reviewing relevant literature, Chapter 13 by Christine Howe, Sara Hennessy and Neil Mercer summarises results from their recent ESRC-funded project. The project is one of very few large-scale, systematic investigations of the implications of classroom dialogue for student learning. The project has gone beyond a general endorsement of the relevance of dialogue for it has succeeded in pinpointing specific features that make a difference. One of the chapter’s major conclusions is that the features that are most readily incorporated into teacher-student dialogue may differ from those most readily triggered during group work amongst students.”
Chapter 17: Teacher professional development to support classroom dialogue: Challenges and promises, pp. 238-253, Sara Hennessy and Maree Davies.
“This chapter looks through a critical lens at the successes and failures of the teacher professional development (TPD) programmes supporting more dialogic approaches. It describes some positive outcomes – but also raises awareness of the issues arising with implementing these international programmes: demands on teachers, timescale for having an impact, difficulty in identifying which features are pivotal, sustainability beyond their duration and scalability to wider contexts. The chapter concludes with recommendations for designing and supporting successful, sustainable, school-based TPD in diverse contexts.”
Chapter 23: Reading as a transaction of meaning making: Exploring the dialogic space between texts and readers, pp.336-347, Fiona Maine.
“In Fiona Maine’s chapter she explores the notion of ‘dialogic readers’ as critical and creative, responsive, collaborative and reflective, considering the space between text and readers as where meaning is made and the transaction of reading is realised. The chapter finds that the children use the language of reasoning, but particularly the language of possibility to engage with the texts and each other.”
Chapter 27: Affordances for dialogue: The role of digital technology in supporting productive classroom talk, pp.394-410, Louis Major and Paul Warwick.
“Recent technological advances and the enhanced availability of digital tools in classrooms have seen increasing attention paid to the interaction between, and possible interdependency of, a dialogic pedagogy and digital technology. In this chapter, we reflect on the role of digital technology in supporting productive classroom dialogue. In particular, we suggest how the idea of ‘affordances for dialogue’ may helpfully inform researchers, practitioners and developers interested in the role of digital technology in dialogic contexts.”
Chapter 42: Understanding conflict transformation dialogue through coding based on Buber and Rogers, pp.610-621, Toshiyasu Tsuruhara and Hilary Cremin.
“This chapter is a collaboration between Hilary Cremin and her recent post-doctoral researcher, Toshi. Together we have worked out a coding scheme for restorative dialogue following conflicts in schools, and Toshi talks here about how we went about it.”
Frances Foster examines the commentary of one grammaticus, the late antique teacher and writer Servius (fl. 390-410), in teaching ‘formal’ or ‘correct’ Latin to an ever-widening group of colloquial and non-native Latin speakers. She looks at instances in which Servius addresses students of differing linguistic backgrounds, although he only uses the target language in his Commentary, and examines how Servius may have addressed multiple linguistic purposes of varying degrees of formality in his teaching.
You can discover the full range via #EdFacPublications