Voice, identity, and the organizing of student experience: managing pedagogical dilemmas in critical classroom discussions

The current paper explores the discursive complexities of teaching and learning in inclusive, critically oriented classrooms. It argues that to accomplish the ontological goals of higher learning, we need to focus on the construction of student voice, or the ability to be considered in and have infl...

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Bibliographic Details
Published in:Teaching in higher education 2014-08, Vol.19 (6), p.709-720
Main Authors: Yannuzzi, Thomas J., Martin, Daniela
Format: Article
Language:English
Subjects:
Affective Behavior
classroom discussion
Classroom Techniques
critical pedagogy
Critical Theory
Discussion (Teaching Technique)
Educational Practices
higher learning
identity
Learning
Pedagogy
Student Empowerment
Teacher Student Relationship
Teaching
voice
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Summary:The current paper explores the discursive complexities of teaching and learning in inclusive, critically oriented classrooms. It argues that to accomplish the ontological goals of higher learning, we need to focus on the construction of student voice, or the ability to be considered in and have influence on teaching and learning. The paper further explores the relationship between having voice and the interactional negotiation of identities and relationships among students and teachers. It is suggested that teaching and learning through inclusive, critically oriented classroom discussions is bound in the organizing of complex social experiences, and requires teachers to navigate at least three inherent pedagogical dilemmas lesson management, emotion labor, and structure.
ISSN:1356-2517
1470-1294
DOI:10.1080/13562517.2014.901963