![]() ![]() 334).Īs facilitators of critical conversations, we found it helpful to think of these moves as critical talk moves to emphasize strategies that engage students in adopting a critical stance, disrupting status quo thinking, inviting multiple voices, and leveraging talk for social change. questions, extensions) can be “useful tools that help teachers respond to specific challenges they face in facilitating discussions” (Michaels & O’Connor, 2015, p. Teachers oftentimes take on the role of facilitator in these conversations, by asking questions and extending student comments. As a class, ELA teachers would support students as they explore Jade’s marginalized identities, the complexity of her intersectionality, and how all of those factors complicate her relationships. In the English language arts (ELA) classroom, for example, teachers might engage in conversation about how Jade, the main character in Renee Watson’s Piecing Me Together, feels “shattered into a million pieces” and works with friends and family to piece herself together. The word “critical” in critical conversations stems from the overarching goal of critical theory, which is to confront issues of power, privilege, and hegemony as oppressive forces (Kincheloe et al., 2011). We define critical conversations as discussions about power and privilege that help students critically think about the world and their place in it. This post was written by NCTE members Amy Vetter, Melissa Schieble, and Kahdeidra Monét Martin. ![]()
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