Sharing Pedagogies: Students and Teachers Respond to English Curricula

Gail Tayko; John Tassoni; C. Ann Ott; Elizabeth H Boquet; C. Mark Hurlbert

Sharing Pedagogies: Students and Teachers Respond to English Curricula

Gail Tayko, John Tassoni, C. Ann Ott, Elizabeth H Boquet, C. Mark Hurlbert

Fairfield University

Research output: Chapter in Book/Report/Conference proceeding › Chapter

Abstract

Elizabeth Boquet, with C. Ann Ott and C. Mark Hurlbert, is a contributing author, “Dinner at the Classroom Restaurant: Shared Pedagogies in a Graduate Seminar.”

Book description: This is a book about the passion, risk, and promise of sharing power in the classroom. It is a quest for something students and teachers need and may yet win: a culture of democratic authority in our classrooms. The essays collected here show students and teachers reconstructing power relations by asking: Who has the right to speak in the classroom? Whose voices, what content, and which processes should be deployed? How can we overcome entrenched teacher-talk? It addresses one of the central concerns of democratic teaching: Where does subject matter come from and what do we do with it to become empowered, critical, and more humane?

Original language	American English
Title of host publication	Sharing Pedagogies: Students and Teachers Respond to English Curricula
State	Published - Jan 1 1996

Disciplines

Arts and Humanities
Creative Writing
English Language and Literature

Cite this

@inbook{6b89581127354830bfe08ca113ba8f85,

title = "Sharing Pedagogies: Students and Teachers Respond to English Curricula",

abstract = " Elizabeth Boquet, with C. Ann Ott and C. Mark Hurlbert, is a contributing author, “Dinner at the Classroom Restaurant: Shared Pedagogies in a Graduate Seminar.” Book description: This is a book about the passion, risk, and promise of sharing power in the classroom. It is a quest for something students and teachers need and may yet win: a culture of democratic authority in our classrooms. The essays collected here show students and teachers reconstructing power relations by asking: Who has the right to speak in the classroom? Whose voices, what content, and which processes should be deployed? How can we overcome entrenched teacher-talk? It addresses one of the central concerns of democratic teaching: Where does subject matter come from and what do we do with it to become empowered, critical, and more humane?",

author = "Gail Tayko and John Tassoni and Ott, \{C. Ann\} and Boquet, \{Elizabeth H\} and Hurlbert, \{C. Mark\}",

year = "1996",

month = jan,

day = "1",

language = "American English",

booktitle = "Sharing Pedagogies: Students and Teachers Respond to English Curricula",

}

TY - CHAP

T1 - Sharing Pedagogies: Students and Teachers Respond to English Curricula

AU - Tayko, Gail

AU - Tassoni, John

AU - Ott, C. Ann

AU - Boquet, Elizabeth H

AU - Hurlbert, C. Mark

PY - 1996/1/1

Y1 - 1996/1/1

N2 - Elizabeth Boquet, with C. Ann Ott and C. Mark Hurlbert, is a contributing author, “Dinner at the Classroom Restaurant: Shared Pedagogies in a Graduate Seminar.” Book description: This is a book about the passion, risk, and promise of sharing power in the classroom. It is a quest for something students and teachers need and may yet win: a culture of democratic authority in our classrooms. The essays collected here show students and teachers reconstructing power relations by asking: Who has the right to speak in the classroom? Whose voices, what content, and which processes should be deployed? How can we overcome entrenched teacher-talk? It addresses one of the central concerns of democratic teaching: Where does subject matter come from and what do we do with it to become empowered, critical, and more humane?

AB - Elizabeth Boquet, with C. Ann Ott and C. Mark Hurlbert, is a contributing author, “Dinner at the Classroom Restaurant: Shared Pedagogies in a Graduate Seminar.” Book description: This is a book about the passion, risk, and promise of sharing power in the classroom. It is a quest for something students and teachers need and may yet win: a culture of democratic authority in our classrooms. The essays collected here show students and teachers reconstructing power relations by asking: Who has the right to speak in the classroom? Whose voices, what content, and which processes should be deployed? How can we overcome entrenched teacher-talk? It addresses one of the central concerns of democratic teaching: Where does subject matter come from and what do we do with it to become empowered, critical, and more humane?

UR - https://digitalcommons.fairfield.edu/english-books/38

M3 - Chapter

BT - Sharing Pedagogies: Students and Teachers Respond to English Curricula

ER -

Sharing Pedagogies: Students and Teachers Respond to English Curricula

Abstract

Disciplines

Other files and links

Cite this