Voice, identity, and the organizing of student experience: managing pedagogical dilemmas in critical classroom discussions

Abstract

The current paper explores the discursive complexities of teaching and learning in inclusive, critically oriented classrooms. It argues that to accomplish the ontological goals of higher learning, we need to focus on the construction of student voice, or the ability to be considered in and have influence on teaching and learning. The paper further explores the relationship between having voice and the interactional negotiation of identities and relationships among students and teachers. It is suggested that teaching and learning through inclusive, critically oriented classroom discussions is bound in the organizing of complex social experiences, and requires teachers to navigate at least three inherent pedagogical dilemmas lesson management, emotion labor, and structure.

Keywords:

• critical pedagogy
• higher learning
• identity
• voice
• classroom discussion

Acknowledgement

We acknowledge that the data supporting our arguments are shaped by the positionality of the researcher in the process of collecting interviews and observing educational activities.

Notes

1. This project examined a multicultural undergraduate course at a diverse, public American university, taught in two evening sections. Classes involved 77 students (21% males; 79% females). About half of the participants were born in the US (N = 33, 48%), others were immigrants (N = 24, 42%); the remaining students' status was unknown. Class observations were conducted once a week (every other class) for one semester. Teachers were interviewed at the end of the semester for approximately 1 hour to assess the pedagogical assumptions guiding their teaching practice.