Dialogic Literary Argumentation in High School Language Arts Classrooms

A Social Perspective for Teaching, Learning, and Reading Literature

David Bloome, George Newell, Alan R Hirvela, Tzu-Jung Lin

• Editorial: Routledge
• Año: 2019
• ISBN:
  9780429755736
• Edición: 1
• Categoría: Pedagogía
• Categoría: Educación general

Written by leaders in the field of literacy and language arts Education, this volume defines Dialogic Literary Argumentation, outlines its key principles, and provides in-depth analysis of classroom social practices and teacher-student interactions to illustrate the possibilities of a social perspective for a new vision of teaching, reading and understanding literature.

Dialogic Literary Argumentation builds on the idea of arguing to learn to engage teachers and students in using literature to explore what it means to be human situated in the world at a particular time and place. Dialogic Literary Argumentation fosters deep and complex understandings of literature by engaging students in dialogical social practices that foster dialectical spaces, intertextuality, and an unpacking of taken-for-granted assumptions about rationality and personhood. Dialogic Literary Argumentation offers new ways to engage in argumentation aligned with new ways to read literature in the high school classroom.

Offering theory and analysis to shape the future use of literature in secondary classrooms, this text will be great interest to researchers, graduate and postgraduate students, academics and libraries in the fields of English and Language Arts Education, Teacher Education, Literacy Studies, Writing and Composition.

Índice

• Cover
• Half Title
• Series
• Title
• Copyright
• Contents
• List of Illustrations
• Acknowledgments
• Members of The Ohio State University Argumentative Writing Project
• 1 Introduction to Dialogic Literary Argumentation
• 2 Toward a Model of Dialogic Literary Argumentation
• 3 Constructing Dialogue and Dialectics in Arguing to Learn in the Teaching, Learning, and Reading of Literature
• 4 Constructing Multiple Perspectives and Rationality in the Teaching, Learning, and Reading of Literature
• 5 Constructing Intertextuality and Indexicality in Dialogic Literary Argumentation
• 6 Constructing Personhood in the Teaching, Learning, and Reading of Literature
• 7 Final Comments: The Possibilities of Dialogic Literary Argumentation in English Language Arts Classrooms
• References
• Index