Dialogic space as liminal space for love: How one elementary teacher opened doors for widening community and perspective through letter writing

ABSTRACT

What is the role of teachers in constructing loving dialogic space that is liminal in nature? How can curricular boundary objects catalyze new dialogic spaces connecting people in different social locations? Illuminating these questions, Ms. Thompson opened new doors for elementary students in an urban Reformed Christian school community, inviting them to dialogue—via letters—with her uncle who was incarcerated and thus corresponding with students from prison. These letters engaged student writers and Mr. Thompson sharing about their experiences with one another, asking questions about one another’s lives, and making spiritual connections through biblical referencing. Examining and questioning how letters functioned as boundary objects may suggest how other teachers can create expansive and inclusive liminal dialogic space enabling diverse people to commune with one another in between boundaries.

Disclosure statement

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

Additional resources

1. Evans, T. (2021). Made by God: Celebrating God’s beautifully diverse world. Harvest House Publishers.

 Starting with the premise that all people are made in the image of God, this children’s book addresses topics of diversity, equity, and racism from a Christian perspective. Although written for young learners, the message is appropriate for people of all ages.

2. Dr. Martin Luther King, Jr.’s Beloved Community—The Sheridan Libraries & University Museums Blog (jhu.edu)

 This discussion further explains and situates Rev. Dr. Martin Luther King’s concept of beloved community. It suggests the transnational reach of this conceptual understanding of inclusive community, as Dr. King developed it throughout his writings.

3. Milner, H. R. (2020). Black teacher: White school. Theory Into Practice, 59(4), 400–408. https://doi.org/10.1080/00405841.2020.1773180

 This article considers the extra burdens placed on Black teachers, like Ms. Thompson, in predominantly White schools. The author, Dr. Richard Milner, discusses 3 interrelated themes that encompass the challenges faced by Black teachers: (1) Be an expert on all things Black, (2) Engage in invisible work without compensation, and (3) Agree with White majority. Notably, Ms. Thompson experienced all three burdens within her teaching context.