Classroom Discourse and Democracy

Susan Jean Mayer

ISBN 10: 143311285X / ISBN 13: 9781433112850

Published by Peter Lang, Peter Lang Feb 2012, 2012

About this Item

Neuware -This book provides practitioners and scholars with a number of practical tools for studying and implementing democratic learning processes within schools, and theorizes these tools in relation to current developmental learning and democratic theory. Three dimensions of knowledge are framed ¿ foundational, expert, and personal ¿ and the place of each in the construction of democratic classroom understandings is explored. Based on a two-part analysis of the roles students played in a number of pedagogically diverse classroom discussions, three different forms of learning experience are then presented ¿ teacher-led, student-led, and co-led learning. While all three forms of learning experience are seen as valuable to a fully realized democratic pedagogy, each form is shown to possess a distinctive set of affordances and constraints in relation to the many varied challenges involved in fostering children¿s academic growth and learning.Books on Demand GmbH, Überseering 33, 22297 Hamburg 232 pp. Englisch.

Seller Inventory # 9781433112850

Bibliographic Details

• Title: Classroom Discourse and Democracy
• Publisher: Peter Lang, Peter Lang Feb 2012
• Publication Date: 2012
• Language: English
• ISBN 10: 143311285X
• ISBN 13: 9781433112850
• Binding: Taschenbuch
• Condition: Neu
• Dimensions: 225W x 150H x 13D millimeters 225 millimeters width by 150 millimeters height by 13 millimeters depth
• Weight: 333 grams

About this title

Synopsis

This book provides practitioners and scholars with a number of practical tools for studying and implementing democratic learning processes within schools, and theorizes these tools in relation to current developmental learning and democratic theory. Three dimensions of knowledge are framed – foundational, expert, and personal – and the place of each in the construction of democratic classroom understandings is explored. Based on a two-part analysis of the roles students played in a number of pedagogically diverse classroom discussions, three different forms of learning experience are then presented – teacher-led, student-led, and co-led learning. While all three forms of learning experience are seen as valuable to a fully realized democratic pedagogy, each form is shown to possess a distinctive set of affordances and constraints in relation to the many varied challenges involved in fostering children’s academic growth and learning.

About the Author

Susan Jean Mayer received her doctorate in education from Harvard University and currently lectures at Brandeis and Northeastern Universities. Her published articles have treated a range of issues related to democratic PK-12 practice and social science methods. Mayer is managing editor of the Journal of the American Association for the Advancement of Curriculum Studies and founding vice-president of the non-profit Critical Explorers, which conducts inquiry-based curricular research and design residencies within urban middle schools (criticalexplorers.org).