Purpose

The purpose of this paper is to present insights from the implementation of a dialogic social studies curriculum and its potential to support diverse learners. Policymakers and educators must attend to the learning needs of diverse/minoritized (Note: In this paper, the authors use minoritized and diverse interchangeably) students who have been marginalized in public education. A critical goal is to close racial, ethnic and socioeconomic achievement gaps by increasing, for example, students’ engagement with curriculum and instruction. In this paper, the authors bridge research on dialogic instruction and culturally relevant and responsive education with the goal of informing curricular design and instructional practice.

Design/methodology/approach

This conceptual paper discusses the utility of dialogic instruction in improving learning outcomes for minoritized student populations. While some researchers have examined the positive effects of dialogic instruction on underperforming students (e.g. Murphy et al., 2009; Pillinger and Vardy, 2022), few scholars have examined dialogic instruction through a culturally relevant and responsive lens. The authors argue that the application of this critical lens may improve learning outcomes for diverse learners who have been marginalized in public education systems.

Findings

The authors present illustrative vignettes and insights from a pilot study of a novel social studies curriculum. This curriculum applies a social justice lens by guiding students in the exploration of complex social issues that affect them. Given the diversity of their collaborating teachers’ classrooms (55% are racially minoritized students), the authors applied principles of culturally relevant and responsive education (e.g. Ford, 2010; Gay, 2000; Ladson-Billings, 1995) when designing and piloting the curriculum. Prior personal and professional experiences by the first author point to the potential of dialogic instruction to meaningfully support minoritized students’ learning.

Originality/value

This paper builds on two bodies of literature – dialogic instruction and culturally relevant and responsive education – to identify how an innovative social studies curriculum may improve learning for diverse student populations. It calls for the advancement of a research agenda that applies a culturally relevant and responsive lens to inform instructional practice. The authors begin this discussion with two vignettes.

中文翻译：

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吸引不同的学习者：从对话式、技术支持的社会研究课程中汲取的经验教训

目的

本文的目的是提出对话社会研究课程实施的见解及其支持不同学习者的潜力。政策制定者和教育工作者必须关注在公共教育中被边缘化的多元化/少数化（注：在本文中，作者交替使用少数化和多元化）学生的学习需求。一个关键目标是通过增加学生对课程和教学的参与度等方式来缩小种族、民族和社会经济成就差距。在本文中，作者将对话教学与文化相关和响应式教育的研究联系起来，旨在为课程设计和教学实践提供信息。

设计/方法论/途径

这篇概念性论文讨论了对话教学在改善少数群体学生群体学习成果方面的效用。虽然一些研究人员已经研究了对话教学对表现不佳的学生的积极影响（例如 Murphy等人，2009 年；Pillinger 和 Vardy，2022 年），但很少有学者通过文化相关性和响应性的视角来研究对话教学。作者认为，这种批判视角的应用可能会改善在公共教育系统中被边缘化的多元化学习者的学习成果。

发现

作者展示了对新颖的社会研究课程的试点研究的说明性小插曲和见解。该课程通过引导学生探索影响他们的复杂社会问题来应用社会正义视角。鉴于合作教师课堂的多样性（55% 是少数族裔学生），作者在设计和试行课程时应用了文化相关性和响应式教育原则（例如 Ford, 2010；Gay, 2000；Ladson-Billings, 1995） 。第一作者之前的个人和专业经验表明对话教学在有意义地支持少数群体学生的学习方面具有潜力。

原创性/价值

本文以对话教学和文化相关和响应式教育这两个文献为基础，以确定创新的社会研究课程如何改善不同学生群体的学习。它呼吁推进一项研究议程，应用文化相关性和响应性的视角来为教学实践提供信息。作者以两个小插曲开始讨论。