Enacting cultural literacy as a dialogic social practice: the role of provisional language in classroom talk

The concept of cultural literacy as a dialogic social practice celebrates alternative perspectives. Navigating multiple perspectives in dialogue requires high ‘tolerance ambiguity’ characterised by positive, open and flexible attitude towards uncertainty. This article aims to explore how provisional language is used classroom enact tolerance ambiguity its associated democratic behaviours. It draws on data collected part larger European-funded project which children young people wordless texts springboards engage discussions about themes. We report findings from an in-depth qualitative analysis two lessons (for 9–10-year-olds 13–14-year-olds) chosen due their use focus the element enables students key behaviours they learn navigate small peer-group learning contexts. find that teacher modelling dual objectives promoting such are central creating safe space with inherent potential not bound solution-seeking goals. consider pedagogical implications this problematising role enacting through critical exploration ‘voice’.