Are they getting it? Exploring intersubjectivity between teachers and immigrant students in three culturally diverse classrooms

Research output: Contribution to journalArticle

Abstract

Using Vygotsky's sociocultural approach to mediated learning, and Bakhtin's (1981) concept of multi-voicedness, this study sought to expose how the teachers and newcomers (newly arrived foreignborn immigrant children) made sense of a shared classroom activity by exploring the many voices they appealed to (both present and past) to inform their pursuit of understanding. It was anticipated that exposing these voices would provide the opportunity to explore intersubjectivity as a process of understanding rather than as a product of answers, and in so doing, enhance the conversation regarding the pursuit of a socially just education (Nieto, 2010) which listens to and includes all students' voices to construct meaning throughout all shared class activities.

Original languageEnglish (US)
Pages (from-to)197-214
Number of pages18
JournalInternational Journal of Learning
Volume17
Issue number6
StatePublished - Dec 1 2010

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intersubjectivity
immigrant
classroom
teacher
conversation
student
present
learning
education

All Science Journal Classification (ASJC) codes

  • Education

Cite this

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