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Investigating the Role of Intersubjectivity in a Secondary Argumentative Classroom

Brady, John E.
http://rave.ohiolink.edu/etdc/view?acc_num=osu1584539458472346

Abstract Details

2020, Doctor of Philosophy, Ohio State University, EDU Teaching and Learning.
In a world that is growing increasingly diverse, it is important to understand the ways in which students can come to make sense of, situate, and reconcile perspectives different than their own in English Language Arts classrooms. One approach that researchers (Newell, Bloome & Hirvela, 2015) have suggested may help students engage with multiple perspectives in a meaningful manner is through argumentation and argumentative writing. Argumentative writing as defined by Newell, Bloome, and Hirvela (2015) is a set of social practices that are contextually defined and constructed for the purposes of developing deep understandings of human experiences. It entails the collection and investigation of evidence representing multiple perspectives to inform the construction of a claim, and the support of said claim through warranting. In this dissertation I build upon Newell, Bloome, and Hirvela’s (2015) notion of argumentative writing by examining the role that intersubjectivity plays in the argumentative process. To do so, I conducted a year-long ethnographic study of an 11th grade Advanced Placement Composition classroom during the 2017-2018 school year. I analyze a classroom event multiple times, each with a different focus, to investigate the construction of an intersubjective framework through classroom conversation, the ways in which the intersubjective framework was used to construct student understandings of perspectives that are unfamiliar or dissimilar from their own in said classroom conversation, and how the intersubjective framework was constructed. I framed my study using Bakhtin’s (2010 a) notion of heteroglossia as well as Rommetviet’s (1974) concept of intersubjectivity. I found that the intersubjective framework was comprised of 6 distinct, mutually influential, and intertwined dimensions which served different functions including establishing conditions of engagement, the interpretation of content, interactional structure, and epistemological stance towards argumentation. Those dimensions are: avoiding dismissal, trauma, the re-narrativization of personal experiences, argumentation as social awareness, complexity, and third space. To establish these dimensions, the teacher introduced four moves that were appropriated by students throughout the interaction: reflexivity, reflection, reframing memories/experiences, and intercontextuality. In my paper I argue students were able to construct an understanding of an essay conveying a perspective previously unfamiliar through the establishment and appropriation of an intersubjective framework.
David Bloome, PhD (Committee Chair)
Caroline Clark, PhD (Committee Member)
Kay Halasek, PhD (Committee Member)
George Newell, PhD (Committee Member)
262 p.
Education; Educational Theory; Language Arts
Argumentation, Argumentative Writing, Intersubjectivity, Bakhtin, Classroom Argumentation, Argument, ELA classrooms, Secondary, Classroom Talk, Dialogic Literary Argumentation

Recommended Citations

Citations

  • Brady, J. E. (2020). Investigating the Role of Intersubjectivity in a Secondary Argumentative Classroom [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1584539458472346

    APA Style (7th edition)

  • Brady, John. Investigating the Role of Intersubjectivity in a Secondary Argumentative Classroom. 2020. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1584539458472346.

    MLA Style (8th edition)

  • Brady, John. "Investigating the Role of Intersubjectivity in a Secondary Argumentative Classroom." Doctoral dissertation, Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1584539458472346

    Chicago Manual of Style (17th edition)

osu1584539458472346
878
© 2020, some rights reserved.Creative Commons License Investigating the Role of Intersubjectivity in a Secondary Argumentative Classroom by John E. Brady is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License. Based on a work at etd.ohiolink.edu.
This open access ETD is published by The Ohio State University and OhioLINK.