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School Voices: An Exploration Of Early Career Teachers’ Narratives On Student Voice And Dialogic Practices, Rachel Ada Meiklejohn

Language, Literacy, and Sociocultural Studies ETDs

Classrooms are typically organized around the expectation that students’ voices should be used primarily for reciting answers elicited by teachers. Numerous studies show that moving away from this recitation model towards more dialogic practices has the potential to make literacy learning more effective and inclusive. Yet, dialogic classrooms in which students’ voices work together to create knowledge and make meaning of texts remain rare, especially in classrooms serving students of low-income and minority backgrounds. In order to understand how teachers develop their thinking about student voice and dialogic practices in literacy learning, I completed a qualitative case study of ten …