Thanks Alex! And thanks for coming. It was lovely to see you there

Thank you for coming and bringing your fab students!

Yes! I’ll DM you the details

Hi Elisabeth, I’ve added your email to the Teams invite, which hopefully you have received?

Hi, yes of course. I’m going to follow up on some organisational aspects this week, including the online set up, so I hope to have the link soon

If you won’t be in Leeds, we’re hoping to livestream and record. Drop me a message if you’d like the link

According to @snelljulia.bsky.social:

“Pupils who experience dialogic teaching and learning will develop their oral language skills, gain confidence and build relationships (by becoming more patient and attuned to others’ perspectives)."

Read full article here 👇
voice21.org/voice-21-lau...

Thanks. Would love to hear your thoughts if you do!

@lahri.bsky.social
@universityofleeds.bsky.social

And thanks to @iancushing.bsky.social
for feedback on an early draft and for general encouragement, collegiality and inspiration!

Thanks for reading, please do look at the full article, available open access here: www.tandfonline.com/doi/full/10..... This research was supported by a @leverhulme.ac.uk Research Fellowship.

It is crucial that we develop this approach in educational research and build an ethnographic evidence base that can challenge deficit thinking and better inform educational policy and decision making.

Linguistic ethnographic research is important in leading this change. It rejects universalizing assumptions about students and seeks to understand the complex and intricate ways in which local classroom practices connect with the wider institutional and sociopolitical order.

However, ideologies & educational reforms do not influence classroom practice in a linear ‘top down’ way; there is negotiation in classrooms between bottom-up meaning making processes & broader institutional and socio-political processes, which opens up possibilities for change.

These three mechanisms have relevance beyond the focal schools since they are underpinned by widespread beliefs/ideologies about underprivileged students and systemic pressures (e.g. frequent student testing, league tables) that influence classrooms internationally.

Yet, in peer-group conversations recorded on the margins of classroom activity, these students showed themselves to be mature and independent thinkers with a propensity for dialogue.