Who's at risk: Answerability and the critical possibilities of classroom discourse

Vadeboncoeur, Jennifer & Luke, Allan (2005) Who's at risk: Answerability and the critical possibilities of classroom discourse. Critical Discourse Studies, 2(2), pp. 201-223.

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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.

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ID Code: 37514
Item Type: Journal Article
Refereed: Yes
Keywords: Young People, Classroom Discourse, Answerability
DOI: 10.1080/1740590042000302076
ISSN: 1740-5904
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200)
Divisions: Current > QUT Faculties and Divisions > Faculty of Education
Deposited On: 05 Oct 2010 01:44
Last Modified: 29 Feb 2012 13:25

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