Advertisement

Where DAP Is Due: Constructing Community Across Difference with the Dialogue Arts Project

  • Adam Falkner
Chapter

Abstract

This chapter discusses efforts to cultivate a critical, arts-based approach, focusing on how students and their teacher experienced a curriculum designed to deconstruct identity, personalize literature, and foster community in a high school English classroom. The structured practices of autoethnographic writing, performance poetry, and intergroup dialogue are merged to engage students in critical dialogue within and across differences in the classroom.

References

  1. Adams, M. (2010). Readings for diversity and social justice. New York: Routledge.Google Scholar
  2. Adorno, T. (1959). Education after Auschwitz. No publisher.Google Scholar
  3. Alexander, B. K. (2005). Performance ethnography: The reenacting and inciting of culture. In N. Denzin & Y. Lincoln (Eds.), The sage handbook of qualitative research (3rd ed., pp. 411–441). Thousand Oaks, CA: Sage.Google Scholar
  4. Bakhtin, M. M. (1981). The dialogic imagination: Four essays. Austin, TX: University of Texas Press.Google Scholar
  5. Banks, J. A., & Banks, C. A. M. (2010). Multicultural education: Issues and perspectives. Hoboken, NJ: Wiley.Google Scholar
  6. Bohm, D., Nichol, L., & Incebrary. (1996). On dialogue. London: Routledge.CrossRefGoogle Scholar
  7. Brown, B. (2015). Daring greatly: How the courage to be vulnerable transforms the way we live, love, parent, and lead. New York: Avery Publishing Group.Google Scholar
  8. Camangian, P. (2008). Untempered tongues: Teaching performance poetry for social justice. English Teaching: Practice and Critique, 7(2), 35–55.Google Scholar
  9. Camangian, P. (2009). Real talk: Transformative English teaching and urban youth. In W. Ayers, T. Quinn, & D. Stovall (Eds.), Handbook of social justice in education. Mahwah, NJ: Erlbaum.Google Scholar
  10. Carey-Webb, A. (2001). Literature and lives: A response-based, cultural studies approach to teaching English. Urbana, IL: National Council of Teachers of English.Google Scholar
  11. Dessel, A. (2010). Prejudice in schools: Promotion of an inclusive culture and climate. Education and Urban Society, 42(4), 407–429.CrossRefGoogle Scholar
  12. Downs, A. (2012). The velvet rage: Overcoming the pain of growing up gay in a straight mans world. New York: Da Capo Lifelong.Google Scholar
  13. Duncan-Andrade, J. M. R., & Morrell, E. (2008). The art of critical pedagogy: Possibilities for moving from theory to practice in urban schools. New York: Peter Lang.Google Scholar
  14. Dyson, A. H., & Genishi, C. (Eds.). (1994). The need for story: Cultural diversity in classroom and community. Urbana, IL: National Council of Teachers of English. Web. 6 Nov. 2013.Google Scholar
  15. Fisher, M. (2005). From the coffee house to the school house: The promise and potential of spoken word poetry in school contexts. English Education, 37(2), 115–131.Google Scholar
  16. Freire, P. (2006). Teachers as cultural workers: Letters to those who dare to teach. Boulder, CO: Westview.Google Scholar
  17. Furlong, A. (2009). Handbook of youth and young adulthood: New perspectives and agendas. London: Routledge.Google Scholar
  18. Gorski, P. (2013, February). Social justice: Not just another term for diversity. Commission for Social Justice.Google Scholar
  19. Greene, M. (2000). Releasing the imagination: Essays on education, the arts, and social change [Electronic version]. San Francisco: Jossey-Bass.Google Scholar
  20. Griffin, S. R., Brown, M., & Warren, N. M. (2012). Critical education in high schools: The promise and challenges of intergroup dialogue. Equity & Excellence in Education, 45(1), 159–180.CrossRefGoogle Scholar
  21. Gurin, P., Nagda, B. A., & Zunega, Z. (2013). Dialogue across difference: Practice, theory, and research on intergroup dialogue. New York: Russell Sage Foundation.Google Scholar
  22. Jocson, K. (2011). Poetry in a new race era. Daedalus, 140(1), 154–162. Web. 15 Dec. 2013.CrossRefGoogle Scholar
  23. Kass, J., & Beal, S. (2000). Underneath: The archeological approach to creative writing. Ann Arbor, MI: Red Beard Press.Google Scholar
  24. Klein, J. (2013). The bully society: School shootings and the crisis of bullying in Americas schools. New York: New York University Press.Google Scholar
  25. MacLeod, J. (1987). Ain’t no makin’ it. Boulder, CO: Westview.Google Scholar
  26. Morrell, E. (2005). Toward a critical English education: Reflections on and projections for the discipline. English Education, 37(4), 312–322.Google Scholar
  27. Poteat, V. P., & DiGiovanni, C. D. (2010). When biased language use is associated with bullying and dominance behavior: The moderating effects of prejudice. Journal of Youth and Adolescence, 39(10), 1123–1133.CrossRefGoogle Scholar
  28. Ravitch, D. (2007). EdSpeak: A glossary of education terms, phrases, buzzwords, and jargon. Alexandria, VA: Association for Supervision & Curriculum Development (ASCD).Google Scholar
  29. Sands, J. (2011). The new clean. Austin, TX: Write Bloody Publishing.Google Scholar
  30. Singleton, G. E., & Linton, C. (2007). Facilitator’s guide, courageous conversations about race: A field guide for achieving equity in schools. Thousand Oaks, CA: Corwin Press.Google Scholar
  31. Stock, P. L. (1995). The dialogic curriculum: Teaching and learning in a multicultural society. Portsmouth, NH: Boynton/Cook Publishers.Google Scholar
  32. Tatum, B. D. (2003). Why are all the black kids sitting together in the cafeteria?: And other conversations about race. New York: Basic Books.Google Scholar
  33. Villanueva, A. (2013). Implementing a district-wide professional development initiative: What it means to educate for the 21st century. Unpublished doctoral dissertation, Columbia University, New York.Google Scholar
  34. Vinz, R. (2000). Becoming (other)wise: Enhancing critical reading perspectives. Portland, ME: Calendar Islands Publishers.Google Scholar
  35. Zuniga, X., Nagda, B. A., & Sevig, T. D. (2001). Intergroup dialogues: An educational model for cultivating engagement across differences. Equity and Excellence in Education, 35(1), 7–17.CrossRefGoogle Scholar

Copyright information

© The Author(s) 2018

Authors and Affiliations

  • Adam Falkner
    • 1
  1. 1.Teachers College Columbia UniversityNew YorkUSA

Personalised recommendations