Shifting Practices to Empower Teachers and Students

Abstract

Language awareness does not go far enough in its criticality. This chapter draws both an awareness to the power of language and its use to challenge said power and the inequities produced. Using a critical lens to contextualize fundamental classroom structures that emphasize instructional conversations, equitable participation, and extended student discourse, the chapter highlights the need for a shift while underscoring that, for many teachers, the foundational pieces are already present. Underlying theories of critical pedagogies are provided before moving into an explanation of current classroom practices related to language awareness, student discourse, and reflection. By identifying the disconnects between the theory and practice, a yes, and instead of an either/or approach to professional development is considered. The chapter ends by providing suggestions for educators to shift their practices to more intentionally center students.