Above the law? The democratic implications of setting ground rules for dialogue

References

• Agar, M. H. 1986. Speaking of Ethnography. Newbury Park, CA: SAGE.
   Google Scholar
• Alexander, R. 2020. A Dialogic Teaching Companion. Abingdon: Routledge.
   Google Scholar
• Alexander, R. J. 2019. “Whose Discourse? Dialogic Pedagogy for a Post-Truth World.” Dialogic Pedagogy: An International Online Journal 7: E1–E19.
   Google Scholar
• Anderson, R. C., K. Nguyen-Jahiel, B. McNurlen, A. Archodidou, S. Kim, A. Reznitskaya, M. Tillmanns, and L. Gilbert. 2001. “The Snowball Phenomenon: Spread of Ways of Talking and Ways of Thinking across Groups of Children.” Cognition and Instruction 19 (1): 1–46. doi:https://doi.org/10.1207/S1532690XCI1901_1.
   Web of Science ®Google Scholar
• Au, K. H., and J. Mason. 1981. “Social Organization Factors in Learning to Read: The Balance of Rights Hypothesis.” Reading Research Quarterly 17 (1): 115–152. doi:https://doi.org/10.2307/747251.
   Web of Science ®Google Scholar
• Azulay, S. 2018. “Socrates.” Einaim 218: 24–26. (Hebrew).
   Google Scholar
• Barak, M., and A. Lefstein. 2021. “Opening Texts for Discussion: Developing Dialogic Reading Stances.” Reading Research Quarterly Advance online publication. doi:https://doi.org/10.1002/rrq.413.
   Google Scholar
• Barnes, D. 2008. “Exploratory Talk for Learning.” In Exploring Talk in School, edited by N. Mercer and E. Hodkinson, 1–17. London: SAGE.
   Google Scholar
• Bezemer, J., and C. Jewitt. 2018. “Multimodality: A Guide for Linguists.” In Research Methods in Linguistics, 2nd ed., edited by L. Litosseliti, 281–303. London: Continuum.
   Google Scholar
• Burbules, N. C., and B. C. Bruce. 2001. “Theory and Research on Teaching as Dialogue.” In Handbook of Research on Teaching, 4th ed., edited by V. Richardson, 1102–1121. Washington, DC: American Educational Research Association.
   Google Scholar
• Chinn, C. A., R. C. Anderson, and M. Waggoner. 2001. “Patterns of Discourse in Two Kinds of Literature Discussion.” Reading Research Quarterly 36 (4): 378–411. doi:https://doi.org/10.1598/RRQ.36.4.3.
   Web of Science ®Google Scholar
• Coburn, C. E., W. R. Penuel, and K. E. Geil. 2013. Research-Practice Partnerships: A Strategy for Leveraging Research for Educational Improvement in School Districts. New York, NY: William T. Grant Foundation.
   Google Scholar
• Dewey, J. 1944. Democracy and Education. New York: Free Press. (Original work published 1916).
   Google Scholar
• Eisner, E. 1991. “Taking a Second Look: Educational Connoisseurship Revisited.” Teachers College Record 92 (6): 168–187.
   Google Scholar
• Eisner, E. W. 2005. Reimagining Schools: The Selected Works of Elliot W. Eisner. London & New York: Routledge.
   Google Scholar
• Eisner, E. W. 2017. The Enlightened Eye: Qualitative Inquiry and the Enhancement of Educational Practice. New York: Teachers College Press.
   Google Scholar
• Habermas, J. 1984. The Theory of Communicative Action. Cambridge: Polity.
   Google Scholar
• Kim, M. Y., and I. A. Wilkinson. 2019. “What is Dialogic Teaching? Constructing, Deconstructing, and Reconstructing a Pedagogy of Classroom Talk.” Learning, Culture and Social Interaction 21: 70–86. doi:https://doi.org/10.1016/j.lcsi.2019.02.003.
   Web of Science ®Google Scholar
• Lambirth, A. 2006. “Challenging the Laws of Talk: Ground Rules, Social Reproduction and the Curriculum.” The Curriculum Journal 17 (1): 59–71. doi:https://doi.org/10.1080/09585170600682608.
   Google Scholar
• Lambirth, A. 2009. “Ground Rules for Talk: The Acceptable Face of Prescription.” The Curriculum Journal 20 (4): 423–435. doi:https://doi.org/10.1080/09585170903424971.
   Google Scholar
• Lefstein, A., and J. Snell. 2014. Better than Best Practice: Developing Teaching and Learning through Dialogue. London: Routledge.
   Google Scholar
• Lipman, M., A. M. Sharp, and F. S. Oscanyan. 1980. Philosophy in the Classroom. 2nd ed. Philadelphia: Temple University Press.
   Google Scholar
• Littleton, K., and N. Mercer. 2013. Interthinking: Putting Talk to Work. Abingdon, UK: Routledge.
   Google Scholar
• Littleton, K., N. Mercer, L. Dawes, R. Wegerif, D. Rowe, and C. Sams. 2005. “Talking and Thinking Together at Key Stage 1.” Early Years 25 (2): 167–182. doi:https://doi.org/10.1080/09575140500128129.
   Google Scholar
• Mayer, S. J., C. O’Connor, and A. Lefstein. 2019. “Distinctively Democratic Discourse in Classrooms.” In The Routledge International Handbook of Research on Dialogic Education, 196–209. London and New York: Routledge.
   Google Scholar
• Mercer, N. 2002. “Developing Dialogues.” In Learning for Life in the C21st: Sociocultural Perspectives on the Future of Education, edited by G. Wells and G. Claxton, 141–153. Oxford: Blackwell.
   Google Scholar
• Mercer, N., L. Dawes, R. Wegerif, and C. Sams. 2004. “Reasoning as a Scientist: Ways of Helping Children to Use Language to Learn Science.” British Educational Research Journal 30 (3): 359–377. doi:https://doi.org/10.1080/01411920410001689689.
   Web of Science ®Google Scholar
• Mercer, N., R. Wegerif, and L. Dawes. 1999. “Children’s Talk and the Development of Reasoning in the Classroom.” British Educational Research Journal 25 (1): 95–111. doi:https://doi.org/10.1080/0141192990250107.
   Google Scholar
• Mercer, N., R. Wegerif, and L. Major, eds. 2019. The Routledge International Handbook of Research on Dialogic Education. London, UK: Routledge.
   Google Scholar
• Michaels, S., and C. O’Connor. 2012. Talk Science Primer. Cambridge, MA: TERC.
   Google Scholar
• Michaels, S., C. O’Connor, and L. B. Resnick. 2008. “Deliberative Discourse Idealized and Realized: Accountable Talk in the Classroom and Civic Life.” Studies in Philosophy and Education 27 (4): 283–297. doi:https://doi.org/10.1007/s11217-007-9071-1.
   Web of Science ®Google Scholar
• Nystrand, M., A. Gamoran, R. Kachur, and C. Pendergast. 1997. Opening Dialogue: Understanding the Dynamics of Language and Learning in the English Classroom. New York, NY: Teachers College Press.
   Google Scholar
• Pace, J. L., and A. Hemmings, eds. 2006. Classroom Authority: Theory, Research, and Practice. Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Rampton, B. 2006. Language in Late Modernity: Interaction in an Urban School. Cambridge: Cambridge University Press.
   Google Scholar
• Rapanta, C., and A. Christodoulou. 2019. “Walton’s Types of Argumentation Dialogues as Classroom Discourse Sequences.” Learning, Culture and Social Interaction, Article 100352. Advance online publication. doi:https://doi.org/10.1016/j.lcsi.2019.100352.
   Google Scholar
• Resnick, L. B. C., C. S. C. Asterhan, and S. N. Clarke, eds. 2015. Socializing Intelligence through Academic Talk and Dialogue. Washington, DC: American Educational Research Association.
   Google Scholar
• Reznitskaya, A., and I. A. G. Wilkinson. 2017. The Most Reasonable Answer: Helping Students Build Better Arguments Together. Boston, MA: Harvard Education Press.
   Google Scholar
• Splitter, L. J., and A. M. Sharp. 1996. “The Practice of Philosophy in the Classroom.” In Studies in Philosophy for Children: Pixie, edited by A. M. Sharp and R. F. Reed, 285–314. Madrid: Ediciones De La Torre.
   Google Scholar
• Swann, J. 2007. “Designing ‘Educationally Effective’ Discussion.” Language and Education 21 (4): 342–359. doi:https://doi.org/10.2167/le702.0.
   Google Scholar
• Wegerif, R., N. Mercer, and L. Dawes. 1999. “From Social Interaction to Individual Reasoning: An Empirical Investigation of a Possible Socio-Cultural Model of Cognitive Development.” Learning and Instruction 9 (6): 493–516. doi:https://doi.org/10.1016/S0959-4752(99)00013-4.
   Web of Science ®Google Scholar
• Wegerif, R., K. Littleton, L. Dawes, N. Mercer, and D. Rowe. 2004. “Widening Access to Educational Opportunities through Teaching Children How to Reason Together.” Westminster Studies in Education 27 (2): 143–157. doi:https://doi.org/10.1080/0140672040270205.
   Google Scholar
• Wilkinson, I. A. G., A. Reznitskaya, K. Bourdage, J. Oyler, M. Glina, R. Drewry, M.-Y. Kim, and K. Nelson. 2017. “Toward a More Dialogic Pedagogy: Changing Teachers’ Beliefs and Practices through Professional Development in Language Arts Classrooms.” Language and Education 31 (1): 65–82. doi:https://doi.org/10.1080/09500782.2016.1230129.
   Web of Science ®Google Scholar