Cultural Historical Approach to Thinking
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Teaching as mediation: The cogenerative dialogue and ethical understandings

The role of the teacher as the mediator of the many activity systems that constitute any given class has been an ignored aspect of teaching on the whole. With this paper we argue that the teacher's responsibility for this mediation exists and must be incorporated into teacher praxis. In addition we argue for the cogenerative dialogue as one viable solution for teachers to ethically mediate. We construct these arguments because teachers must be prepared to understand their complex role in the classroom along with their ethical responsibility to the students for the effective negotiation of the systems they navigate each day.

Stith, I., & Roth, W.-M. (manuscript submitted for publication).

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