Using cogenerative dialogue to address heightened emotions with difficult students

Journal article


Henderson, Senka, Oakley, Jennifer L. and King, Donna. (2020). Using cogenerative dialogue to address heightened emotions with difficult students. Cultural Studies of Science Education. 15(1), p. 99–110. https://doi.org/10.1007/s11422-019-09948-5
AuthorsHenderson, Senka, Oakley, Jennifer L. and King, Donna
Abstract

In “It’s the magic circle”! cogenerative dialogue is used to create a safe environment to address emotional conflicts in a project-based learning (PBL) science internship. Hsu is drawing on polyvagal theory (PVT) and event-oriented enquiry to show how educators can use cogens as a pedagogical tool to successfully address emotional conflicts between scientists and high school students in a PBL science internship through respectful communication emphasising equality. Cogenerative dialogues (cogens) have been used as a methodological and pedagogical tool for a number of years. Cogens can transform teaching and learning environments, produce positive emotional energy, increase participation of stakeholders and give voice to participants. The event “the Lucy incident” that is central to Hsu’s study occurred when a cogen was conducted that did not adhere to the rules of cogen and the dominant voice of the scientist became central. “The Lucy incident” was a significant event that transformed the interactions amongst all participants afterwards. After reading Hsu’s paper, we were intrigued by some similarities between her study and our research. In a previous study by Jennifer Oakley (Understanding emotional climate: interaction rituals and cogenerative dialogue in a beginning science teacher’s classroom, Queensland University of Technology, 2016) of cogen in a beginning science teacher’s classroom, a similar exertion of power by a classroom teacher resulted in a failed cogen. Thus, in this forum paper, we aim to address those similarities and discuss the differences through the lenses of PVT and interaction ritual theory.

Keywordscogenerative dialogue; Polyvagal theory; interaction ritual theory; science teaching
Year2020
JournalCultural Studies of Science Education
Journal citation15 (1), p. 99–110
PublisherSpringer
ISSN1871-1502
Digital Object Identifier (DOI)https://doi.org/10.1007/s11422-019-09948-5
Scopus EID2-s2.0-85069446748
Research or scholarlyResearch
Page range99–110
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online18 Jul 2019
Publication process dates
Accepted06 Jun 2019
Deposited08 Jul 2021
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