IN A “CULTURAL REMIX” ENGLISH CLASS: ENACTING DIALOGIC PEDAGOGY TO PROMOTE CRITICAL CULTURAL PERSPECTIVES
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This ethnographic case study examines the dialogic pedagogical practices of teaching multicultural multimodal texts in a secondary English Classroom. The research site is an English classroom in a suburban setting in a first ring suburban school in New York. During this time, the researcher investigated one class period for a period of ten months. Data collection included observing and documenting classroom activities, discussions, descriptive field notes, student interviews, handouts and writing samples. Several teacher and student interviews were transcribed and analyzed. My findings reflect that the teacher emerges as an adaptive dialogic mediator who promotes critical cultural perspectives which leads her students to understand their ‘identity’ through socio-cultural perspective. This study led to believe that we can have a new approach to learning if teachers integrate Culturally Relevant Dialogic Pedagogy as a practice to engage students in meaning making through an authentic dialogue emerging from multicultural multimodal texts.In an English elective class in a diverse first-ring suburban high school, I examined the following questions:Q1. In what ways and for what purposes does the teacher use Discussion to engage students in reading, writing and meaning making? How does this teacher position herself to create those conversations in her classroom?Q2. In what ways, if any, does the teacher include non-traditional texts and Mulitmodality as a means of influencing students’ perception of curricular texts and cultural issues or culture?Q3. How does the teacher include her students’ personal identities in the classroom discussion and writing? How does the participation in this classroom permit students to position themselves in ways that influence their sense of identity?