Emerging Dialogic Structures in Education Reform: An analysis of Urban Teachers’ Online Compositions

Stewart, Trevor Thomas; Boggs, George L.

doi:10.5195/dpj.2016.148

Cited by 3 publications

(8 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Table 2 groups the codes according to their thematic content and rhetorical functions. Table 1 illustrates the diversity of the rhetorical strategies in use and provides the criteria used to assign those codes (Stewart and Boggs 2016). The Themed Arguments grouping was created from the following themes: Failed Mandate, Neoliberal Agenda, Testing, Labor Issues, and Diversity Issues.…”

Section: Discussionmentioning

confidence: 99%

“…Such teacher participation in online debates may serve to resist negative portrayals of teachers in popular media spaces. We have argued previously that such participation represents a shift of the landscape of education reform debates (Stewart and Boggs 2016). This paper explores how teacher participation in online debate produces developmental stimuli available to novice teachers and teacher educators.…”

Section: Problemmentioning

confidence: 99%

“…teachers' unions) have lost ground in the meantime (Luke 2011) as mass media plays a role in making sense of the worldwide shift toward standardization, privatization, and data-driven accountability (Cody 2014;Ravitch 2013). Teachers, however, are making use of social media platforms to enter the fray themselves and offer alternative perspectives troubling negative depictions of teacher quality (Boggs and Stewart 2016;Stewart and Boggs 2016). Figure 2 provides an example of one urban teacher's effort to rally support for teachers as popular media outlets perpetuate problematic narratives that blame teachers.…”

Section: Problemmentioning

confidence: 99%

“…Critiques of reform produced in and around urban schools are emerging dialogic structures in debates over school improvement (Stewart and Boggs 2016) that may produce valuable resources for redesigning roles for teachers. Still, reform rhetoric often functions to undermine teachers' authority to participate in discussions of school improvement, creating a problem of dialogue for teachers as they enter the profession and adapt to its changes.…”

Section: Global Education Reform and Teacher Dissentmentioning

confidence: 99%

“…Although teacher dissent and its influence on teacher education is well-established in the literature (Dunn 2015;Peck et al 2010), online communication tools have shifted the landscape, allowing teachers greater access to public forums in which they can voice dissent and participate in the production of knowledge about teaching and related issues (Boggs and Stewart 2016;Jenkins et al 2009;Stewart and Boggs 2016). Urban teachers' writing may be especially important as cultural resources supporting alternative views of problems facing urban education (Portnoy and Maloney 2010), and their contributions to online dialogue related to education reform issues may influence pre-service teachers' preconceptions about their own possible roles as teachers in urban settings (Weber 2017).…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Urban Teachers’ Online Dissent Produces Cultural Resources of Relevance to Teacher Education

Stewart

Boggs

2018

Urban Rev

Self Cite

View full text Add to dashboard Cite

This paper explores urban teachers' published responses to education reform. These compositions published online are examined as sources of cultural knowledge that are relevant to teacher education. Using sociolinguistic theory and method, the compositions' arguments and rhetorical moves are analyzed to interpret the use of digital compositions to respond to education reform initiatives in the United States. The patterned speech contained in these compositions demonstrates forms of agency important to the pursuit of professional autonomy. This finding has implications for teacher education and raises questions about whether and how cultural resources being developed by urban (and other) teachers through online composition may be ethically appropriated to benefit pre-service and in-service teachers.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Problemmentioning

confidence: 99%

Section: Problemmentioning

confidence: 99%

Section: Global Education Reform and Teacher Dissentmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Urban Teachers’ Online Dissent Produces Cultural Resources of Relevance to Teacher Education

Stewart

Boggs

2018

Urban Rev

Self Cite

View full text Add to dashboard Cite

show abstract

Economic Relevance and Planning for Literacy Instruction: Reconciling Competing Ideologies

Boggs¹,

Stewart²,

Jansky³

2017

J Adolescent & Adult Lit

Self Cite

View full text Add to dashboard Cite

The language of economics and economic imperatives are driving standardized school reform in the United States without input from teachers. This teacher action research project responds to concerns about contemporary school reforms by considering how economics‐minded dialogue about literacy education can help teachers support students’ literacy practices. The study explores the use of an economic model for planning, implementing, and evaluating composition instruction based in sociocultural literacy research. The model classifies classroom activities according to economic principles of connectedness and production. This model supported collaborative dialogue about writing instruction problems. Three phases—cycles of planning, implementation, and evaluation of instruction—progressively demonstrated how thinking economically about literacy instruction supported a teacher's decision making toward student‐centered writing instruction. The study frames economic analysis as a positive support for students’ acquisition of new literacies. It also suggests how teachers may make sense of economics‐oriented educational reform goals for literacy instruction.

show abstract

Supporting Teacher Candidates' Development of Critical Thinking Skills Through Dialogue and Reflection

Stewart

2021

Research Anthology on Developing Critical Thinking Skills in Students

Self Cite

View full text Add to dashboard Cite

This chapter employs a dialogic, sociocultural perspective to describe ways teacher educators can support teacher candidates as they develop the critical thinking skills needed to make the transition from student to teacher in contemporary classrooms in the United States. Data from a longitudinal qualitative study are used to examine the utility of problem-posing seminars and subsequent reflection as tools that can help English teacher candidates embrace the tension they encounter as competing ideologies both complicate and nurture their efforts to enact a student-centered framework for teaching. Specifically, participants' reflections on their efforts to employ dialogic approaches to teaching are explored in the context of standardized curricula and classroom settings. Data suggest that making dialogue and reflection key facets of teacher education programs creates conditions for critical thinking and creativity to flourish.

show abstract

Emerging Dialogic Structures in Education Reform: An analysis of Urban Teachers’ Online Compositions

Abstract: This paper contextualizes contemporary urban teachers' online dissent in public discussions of education reform in

Cited by 3 publications

References 23 publications

Urban Teachers’ Online Dissent Produces Cultural Resources of Relevance to Teacher Education

Urban Teachers’ Online Dissent Produces Cultural Resources of Relevance to Teacher Education

Economic Relevance and Planning for Literacy Instruction: Reconciling Competing Ideologies

Supporting Teacher Candidates' Development of Critical Thinking Skills Through Dialogue and Reflection

Contact Info

Product

Resources

About