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

Thomas J. Yannuzzi, Daniela Martin

Research output: Contribution to journalArticlepeer-review

6 Scopus citations

Abstract

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.

Original languageEnglish (US)
Pages (from-to)709-720
Number of pages12
JournalTeaching in Higher Education
Volume19
Issue number6
DOIs
StatePublished - Aug 2014

All Science Journal Classification (ASJC) codes

  • Education

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