Compelling student voice: dialogic practices of public confession. Issue 1 (2nd January 2020)

• Record Type: Journal Article
• Authors: Lefstein, Adam; Pollak, Itay; Segal, Aliza
• Is Part Of: Discourse. Volume 41:Issue 1(2020)
• Page Start: 110
• Page End: 123
• Publication Date: 2020-01-02
• Subjects: Voice -- confession -- dialogic pedagogy -- classroom discourse -- pedagogy -- linguistic ethnography; Education -- Periodicals; Education -- Australia -- Periodicals; 370.5
• DOI: 10.1080/01596306.2018.1473341
• Languages: English
• ISSNs: 0159-6306

Abstract

ABSTRACT: Encouraging and developing voice in the classroom is a key aim of dialogic pedagogy, but teachers' elicitation of student voices is not always experienced as empowering. This case study investigates a sixth grade literacy lesson discussion about responding to peer group social ostracism. The teacher pressed students to adopt and articulate a stance on this socially and morally charged issue, resulting in a series of student public confessions. Using linguistic ethnographic micro-analytic methods, we examine the realization of voice in these events. Though some confessions were student-initiated, their contents were firmly directed by the teacher and dominated by her voice. Students were compelled to take a stand, and to express improper thoughts or actions, in an appropriate voice, or be challenged and/or judged inadequate. This case study shows how attempts to empower voice can back-fire; we argue that dialogic pedagogy should include a right to remain silent.