“When anybody speaks, we all need to be involved”: Classroom conditions that support dialogic space

ABSTRACT

This article discusses classroom conditions that support the co-creation of dialogic space—where our different ideas and perspectives are in conversation with others such that we might take in what other people are saying and be open to it affecting our thinking. Drawing on ethnographic case study data, we provide context to illustrate ways this classroom community was committed to practicing behaviors that support the likelihood of dialogic space. We then focus on a whole-class lesson to elucidate ways 2 related discourse practices—response-able talk practices and language of possibility—signal a dialogic discourse modality that supports exploration of differences in ways that can deepen and widen our understandings.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional resources

1. Alexander, R. (2020). A dialogic teaching companion. Routledge.

Alexander’s practical book articulates the principles and practices of dialogic teaching and learning and discusses its impact on student engagement, critical thinking and classroom practices. It offers an invaluable resource to implementing effective dialogic practices across educational settings.

2. Boyd, M. P., Edmiston, B., Vasquez, C., & Staples, J. (2020). Song of the week: Developing we-for-us dialogic values. Australian Journal of Language and Literacy, 43(1), 95–108. https://doi.org/10.1007/BF03652046

This article offers a close examination of a literacy event across a year (Song of the Week) to make visible ways shared values are cultivated in this 2nd grade classroom community.

3. Wegerif, R. (2016, May 2). “What Is ‘Dialogic Space’?” [blog] http://www.rupertwegerif.name/blog/ what-is-dialogic-space

In this blog, Wegerif shares practical and philosophical thoughts about dialogic space, and it implications for our classrooms.

Additional information

Funding

This work was supported by the Spencer Foundation [201400015].