By the same authors

Speaking but not listening? Accountable talk in an unaccountable context

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Speaking but not listening? Accountable talk in an unaccountable context. / Alexander, Robin John.

In: Literacy, Vol. 44, No. 3, 11.2010, p. 103-111.

Research output: Contribution to journalArticle

Harvard

Alexander, RJ 2010, 'Speaking but not listening? Accountable talk in an unaccountable context', Literacy, vol. 44, no. 3, pp. 103-111. https://doi.org/10.1111/j.1741-4369.2010.00562.x

APA

Alexander, R. J. (2010). Speaking but not listening? Accountable talk in an unaccountable context. Literacy, 44(3), 103-111. https://doi.org/10.1111/j.1741-4369.2010.00562.x

Vancouver

Alexander RJ. Speaking but not listening? Accountable talk in an unaccountable context. Literacy. 2010 Nov;44(3):103-111. https://doi.org/10.1111/j.1741-4369.2010.00562.x

Author

Alexander, Robin John. / Speaking but not listening? Accountable talk in an unaccountable context. In: Literacy. 2010 ; Vol. 44, No. 3. pp. 103-111.

Bibtex - Download

@article{2aeb5d72c46b4faaa1f4660fad3980df,
title = "Speaking but not listening? Accountable talk in an unaccountable context",
abstract = "Taking the 2009 UKLA conference theme of ‘‘makingconnections and building literate communities’’ andrecalling Hoggart’s plea for literacy to be critically andmorally engaged rather than merely functional, thispaper calls for a reassessment of the pursuit of literacyin schools so as to connect the language of learningwith the language of democratic participation. Givenwhat we know about the way classroom talk mediatesboth learning and culture, the paper takes such talk asits focus, comparing the author’s principles of dialogicteaching with Resnick’s criteria for accountable talk.The paper then contrasts these idealised versions of thediscourse of pedagogy with the public discourses ofpower, noting the prevalence of four discourse types –derision, dichotomy, myth and meaninglessness –through which, in pursuit of political goals, governmentsrewrite history, simplify the problematic, dignifythe mundane and marginalise unpalatable evidence.This prompts an addition, in the interests of meaningfulcitizenship as well as effective learning, toResnick’s criteria of accountability to the learningcommunity, standards of reasoning and knowledge:accountability to language itself.",
author = "Alexander, {Robin John}",
note = "{\circledC} 2010 UKLA. Published by Blackwell Publishing.",
year = "2010",
month = "11",
doi = "10.1111/j.1741-4369.2010.00562.x",
language = "English",
volume = "44",
pages = "103--111",
journal = "Literacy",
issn = "1741-4350",
publisher = "Wiley-Blackwell",
number = "3",

}

RIS (suitable for import to EndNote) - Download

TY - JOUR

T1 - Speaking but not listening? Accountable talk in an unaccountable context

AU - Alexander, Robin John

N1 - © 2010 UKLA. Published by Blackwell Publishing.

PY - 2010/11

Y1 - 2010/11

N2 - Taking the 2009 UKLA conference theme of ‘‘makingconnections and building literate communities’’ andrecalling Hoggart’s plea for literacy to be critically andmorally engaged rather than merely functional, thispaper calls for a reassessment of the pursuit of literacyin schools so as to connect the language of learningwith the language of democratic participation. Givenwhat we know about the way classroom talk mediatesboth learning and culture, the paper takes such talk asits focus, comparing the author’s principles of dialogicteaching with Resnick’s criteria for accountable talk.The paper then contrasts these idealised versions of thediscourse of pedagogy with the public discourses ofpower, noting the prevalence of four discourse types –derision, dichotomy, myth and meaninglessness –through which, in pursuit of political goals, governmentsrewrite history, simplify the problematic, dignifythe mundane and marginalise unpalatable evidence.This prompts an addition, in the interests of meaningfulcitizenship as well as effective learning, toResnick’s criteria of accountability to the learningcommunity, standards of reasoning and knowledge:accountability to language itself.

AB - Taking the 2009 UKLA conference theme of ‘‘makingconnections and building literate communities’’ andrecalling Hoggart’s plea for literacy to be critically andmorally engaged rather than merely functional, thispaper calls for a reassessment of the pursuit of literacyin schools so as to connect the language of learningwith the language of democratic participation. Givenwhat we know about the way classroom talk mediatesboth learning and culture, the paper takes such talk asits focus, comparing the author’s principles of dialogicteaching with Resnick’s criteria for accountable talk.The paper then contrasts these idealised versions of thediscourse of pedagogy with the public discourses ofpower, noting the prevalence of four discourse types –derision, dichotomy, myth and meaninglessness –through which, in pursuit of political goals, governmentsrewrite history, simplify the problematic, dignifythe mundane and marginalise unpalatable evidence.This prompts an addition, in the interests of meaningfulcitizenship as well as effective learning, toResnick’s criteria of accountability to the learningcommunity, standards of reasoning and knowledge:accountability to language itself.

U2 - 10.1111/j.1741-4369.2010.00562.x

DO - 10.1111/j.1741-4369.2010.00562.x

M3 - Article

VL - 44

SP - 103

EP - 111

JO - Literacy

T2 - Literacy

JF - Literacy

SN - 1741-4350

IS - 3

ER -