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| Living Dialogues in One Neighborhood: Moving Toward Understanding Across Discourses and Practices of Literacy and Schooling | ||
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| Theresa
Rogers Cynthia Tyson Elizabeth Marshall The Ohio State University |
Drawing on a critical discourse perspective, we examine the "living dialogues," or the complex interplay between discourses, in one neighborhood to recontextualize the often polarized debates about literacy instruction within education. Focusing on three children, their families, teachers, and classrooms, we argue that the creation of more inclusive school literacy practices requires a consideration of how discourses function within and across homes, communities, and schools. Thus we focus less on the merits or limits of one instructional method than on how living dialogues reflect particular and situated beliefs about language and literacy practices. Within this theoretical frame, classrooms arise as contextualized spaces where the living dialogues of unique discourse communities intersect, and where the relational discourses that shape and reflect classroom practices have the potential to open up or close down instructional spaces for children. A critical discourse perspective resituates debates around literacy instruction and allows us to engage in complex ways with the dilemmas and possibilities of school-based literacy practices. | |
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| JLR v. 32 no. 1 2000 pp. 1–24 |
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