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Abstract

This collection illustrates several themes in recent classroom analyses using socio-cultural frameworks. The themes are concerned with how classroom research is moving beyond the well-established idea of classrooms as cultural sites which can provide endlessly fascinating opportunities for intensive investigations of patterns of talk, of rules of participation structures, and the like. What these papers add, firstly, are more directed analyses around multiple forms and functions of discourse patterns occurring in classrooms and the conditions they create for the construction of roles and forms of knowledge. Secondly, they provide analyses of how the ‘default’ patterns in classrooms occur, how they might change, the circumstances under which they might change, and how children develop identities and have agency within the constraints of classroom life.

Keywords

agency classroom discourse ‘default’ patterns identity

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References

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Classroom Discourse and Culture: A Commentary on Institutional Practices

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