Contents
Foreword?Rebecca Rogers? ix
Acknowledgments?xi
1.?Introduction?1
Why Do We Need to Have Critical Conversations in Schools??1
Book Overview?3
2.?What Do Critical Conversations Look Like in Schools??11
How are Critical Conversations Generative in ELA Classrooms??13
Theories that Support Critical Conversations ?16
Tensions of Critical Conversations?19
3.?Building Knowledge About Power and Privilege: Confronting Dominant Narratives?23
Are All Perspectives Equally Valid??27
Dominant Narratives of Gender and Sexuality?28
The Dominant Narrative of Individualism?30
Critical Conversations in Action: Intersections of Gender and Individualism ?31
4.?Engaging a Critical Learner Stance Through Racial Literacy?36
Practicing Critical Self-Reflection?36
What Is Critical Consciousness? ?38
Engaging a Critical Learner Stance Through Racial Literacy?41
Strategies for Practicing a Critical Learner Stance?47
Try It Out: Engaging a Critical Learner Stance to Change Teaching Practice?52
5.?Preparing Students for Critical Conversations: Creating a Critical Space?54
?Reading? Classroom Spaces with a Critical Lens?54
Establishing a Classroom Culture for Critical Conversations?56
Negotiating Tension and Modeling Repair?66
6.?Making Meaning During Critical Conversations?73
Humanizing?74
Problematizing?78
Resistance During Critical Conversations?81
7.?Sustaining Critical Conversations Through Critical Talk Moves ?90
Critical Talk Moves?92
Critical Conversations: Carson?s Critical Talk Moves?98
Building Interactional Awareness about Critical Talk Moves?104
8.?Studying Critical Conversations in Teacher Inquiry Groups Using Transcripts?106
What are Inquiry Groups??106
What Did Teachers Say They Learned in the Inquiry Groups??110
What Did Teachers Say They Learned from Analyzing Classroom Talk??111
Final Thoughts?122
References?125
Index ?135
About the Authors?145
