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Extending the Dialogue: Author’s Reply to Alan Singer and Michael Pezone:

Extending the Dialogue: Author’s Reply to Alan Singer and Michael Pezone: 541- the Author’s to Extending Dialogue: Reply Alan and Michael Pezone Singer Annette Hemmings Cincinnati University of of article is not to the work of educational purpose my privilege The theorists over that of It is to contribute to the work of practitioners. connections between them. In much of the building stronger conceptual literature and in there are few well-conceived many high schools, analytical tools that teachers can use to achieve I to fill the void praxis. sought by ideal for liberal and radical that be (or constructing types praxis may applied modified or in the facilitation of democratic intent is dialogues. My rejected) not to endorse or condemn either but to the use of ideal approach, promote as tools for the theories educators embrace types analytical linking might with the could within the contexts of their instruction. practices they adopt I use this in the most inclusive Democratic educators (and sense) phrase do share the same We all democratic as criti- goals. acknowledge dialogues for the realization of free Most of us cal a and just, equitable, caring, society. value the need for structured lessons that teach students how to carefully in democratic We differ in how we http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png American Educational Research Journal SAGE

Extending the Dialogue: Author’s Reply to Alan Singer and Michael Pezone:

Hemmings, Annette
American Educational Research Journal , Volume 38 (3): 3 – Jun 23, 2016
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References (1)

Publisher
SAGE
Copyright
Copyright © 2019 by American Educational Research Association
ISSN
0002-8312
eISSN
1935-1011
DOI
10.3102/00028312038003541
Publisher site
See Article on Publisher Site

Abstract

541- the Author’s to Extending Dialogue: Reply Alan and Michael Pezone Singer Annette Hemmings Cincinnati University of of article is not to the work of educational purpose my privilege The theorists over that of It is to contribute to the work of practitioners. connections between them. In much of the building stronger conceptual literature and in there are few well-conceived many high schools, analytical tools that teachers can use to achieve I to fill the void praxis. sought by ideal for liberal and radical that be (or constructing types praxis may applied modified or in the facilitation of democratic intent is dialogues. My rejected) not to endorse or condemn either but to the use of ideal approach, promote as tools for the theories educators embrace types analytical linking might with the could within the contexts of their instruction. practices they adopt I use this in the most inclusive Democratic educators (and sense) phrase do share the same We all democratic as criti- goals. acknowledge dialogues for the realization of free Most of us cal a and just, equitable, caring, society. value the need for structured lessons that teach students how to carefully in democratic We differ in how we

Journal

American Educational Research Journal – SAGE

Published: Jun 23, 2016

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