Who's/whose at risk? answerability and the critical possibilities of classroom discourse

Dados Bibliográficos

ID12877181
AutoresJ A Vadeboncoeur (0000-0003-0292-1973, The University of Queensland, autor correspondente), Allan Luke (Nanyang Technological University)
Ano2004
Volume1
Fascículo2
Páginas201-223
Data de publicação2004-10-01
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoCritical Discourse Studies (JOURNAL)
Identificadores do periódicoISSN: 1740-5904 • E-ISSN: 1740-5912
EditoraRoutledge (PUBLISHER • GB)
DOI10.1080/1740590042000302076
OpenAlexW1970296322
IdiomaEN
Citações recebidas8
Referências citadas33

Our aim in this article is twofold. First, we challenge the essentialized notion of adolescents and young people as perpetually driven to resist the authority of adults. At the same time, we disrupt linguistic conceptions of adolescent discourse, along with the discourse of youth at risk, by analyzing a transcript of classroom discourse that reflects an exchange between a highly regarded and well liked preservice teacher and his students. This representative transcript highlights the preservice teacher's ability to query, without a concomitant ability to listen, respond, and build a classroom dialogue with his students; what we call here a Socratic monologue. Second, we link the notions of dialogue and responsiveness to Bakhtin's concept of answerability, emphasizing the joint construction of classroom discourse as an ethically answerable relation between teacher and students

Discourse analysis · Epistemology · Linguistics · Pedagogy · Relation (database · Sociology · Socratic method · Literacy, Media, and Education · Multilingual Education and Policy · Philosophy · Psychology · Russian Literature and Bakhtin Studies