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 language | English (US) |
|---|---|
| Pages (from-to) | 709-720 |
| Number of pages | 12 |
| Journal | Teaching in Higher Education |
| Volume | 19 |
| Issue number | 6 |
| DOIs | |
| State | Published - Aug 2014 |
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All Science Journal Classification (ASJC) codes
- Education
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Voice, identity, and the organizing of student experience : Managing pedagogical dilemmas in critical classroom discussions. / Yannuzzi, Thomas J.; Martin, Daniela.
In: Teaching in Higher Education, Vol. 19, No. 6, 08.2014, p. 709-720.Research output: Contribution to journal › Article
TY - JOUR
T1 - Voice, identity, and the organizing of student experience
T2 - Managing pedagogical dilemmas in critical classroom discussions
AU - Yannuzzi, Thomas J.
AU - Martin, Daniela
PY - 2014/8
Y1 - 2014/8
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=84901639413&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84901639413&partnerID=8YFLogxK
U2 - 10.1080/13562517.2014.901963
DO - 10.1080/13562517.2014.901963
M3 - Article
AN - SCOPUS:84901639413
VL - 19
SP - 709
EP - 720
JO - Teaching in Higher Education
JF - Teaching in Higher Education
SN - 1356-2517
IS - 6
ER -