ABSTRACT
Chavez-Reyes described how she modeled Critical Social Dialogue (CSD) with a culturally diverse group of undergraduate students. Using critical discourse analysis to examine online discussion threads in a children's literature course, Schieble found that a pedagogical emphasis on politeness might, in fact, undermine preservice teachers' critical analyses of the role identity markers play in discussions of sexual orientation. The critical conversation that followed Hillary's comment produced both a robust and fragile discussion about how gender shapes the ways in which teachers position themselves, their students, and how they are positioned by their students. Emma explored how her race, class, and gender shape her teacher positionings in a school with students from similar backgrounds. Tammy's reflective response to Emma illustrated both critical and racial literacy and elements of oppressive talk. This chapter shows how teachers engaged in such identity work through video analysis, and draws from the following interrelated theoretical perspectives: critical literacy and racial literacy.
