This book uniquely combines data from a study focused on the use of dialogic instruction in an elementary classroom, with analysis of students⁰́₉ retrospective beliefs about the classroom environment, interactions, and authority. Through this retrospective methodology, the text offers valuable insight into the long-term impacts of discursive practices on young learners⁰́₉ attitudes to learning and their educational trajectories. Analysis also serves to further understandings of how the classroom environment can function as a living dialogue, in which authority in respect to talk, knowledge sharing, and curricular choices serves as an interactional accomplishment and means of social justice. This book will be a valuable resource for researchers and academics with an interest in classroom discourse and critical pedagogy. It will be of particular interest to those with a focus on elementary education.

1. Understanding Dialogic Pedagogy: Student Voice, Agency, and Choice 2. Interactional Accomplishments in the Dialogic Classroom: Insights from an Elementary Classroom 3. A Retrospective Case Study with Former Students 4. The Dialogic Classroom in Retrospect: Student Recollections and Long-Term Impacts 5. Inclusivity through Discursive Instruction: Relationships, Social Justice, Belonging 6. Living Dialogue and Authority in the Elementary Classroom: Insights to Inform Practice.

Lynn Astarita Gatto is a retired Associate Professor and Director of Elementary Education at Warner Graduate School of Education and Human Development, University of Rochester, USA.