“If Anything is Odd, Inappropriate, Confusing, or Boring, It’s Probably Important”: The Emergence of Inclusive Acedemic Literacy through English Classroom Discussion Practices

Abstract

Describes the role of class discussion and a teacher’s particular discourse moves in the development of an inclusive learning culture in a high school English literature course with a rigorous academic curriculum. Focuses on how the teacher transformed previously tracked gifted and talented and general students’ understandings of what counted as being a reader while negotiating collaboration.