Dialogic space as liminal space for love: How one elementary teacher opened doors for widening community and perspective through letter writing

Abstract

ABSTRACT What is the role of teachers in constructing loving dialogic space that is liminal in nature? How can curricular boundary objects catalyze new dialogic spaces connecting people in different social locations? Illuminating these questions, Ms. Thompson opened new doors for elementary students in an urban Reformed Christian school community, inviting them to dialogue—via letters—with her uncle who was incarcerated and thus corresponding with students from prison. These letters engaged student writers and Mr. Thompson sharing about their experiences with one another, asking questions about one another’s lives, and making spiritual connections through biblical referencing. Examining and questioning how letters functioned as boundary objects may suggest how other teachers can create expansive and inclusive liminal dialogic space enabling diverse people to commune with one another in between boundaries.