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Classroom Discourse Volume 8, 2017 - Issue 2: The social organisation of learning in classroom interaction and beyond
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Managing knowledge claims in classroom discourse: the public construction of a homogeneous epistemic status

Vivien HellerSchool of Humanities and Cultural Studies, University of Wuppertal, Wuppertal,GermanyCorrespondence[email protected]
Pages 156-174 | Published online: 31 May 2017

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Mika Ishino. (2023) Inclusive third-turn repeats: managing or constraining students’ epistemic status?. Classroom Discourse 0:0, pages 1-28.
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Sofie van der Meij, Myrte Gosen & Annerose Willemsen. (2022) ‘Yes? I have no idea’: teacher turns containing epistemic disclaimers in upper primary school whole-class discussions. Classroom Discourse 0:0, pages 1-23.
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Niklas Norén, Helen Melander Bowden & Ann-Carita Evaldsson. (2022) Young students’ treatment of synthetic voicing as an interactional resource in digital writing. Classroom Discourse 13:3, pages 241-263.
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Klara Skogmyr Marian, Sofie Henricson & Marie Nelson. (2021) Counselors’ Claims of Insufficient Knowledge in Academic Writing Consultations. Scandinavian Journal of Educational Research 65:6, pages 1065-1080.
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Johanna Svahn & Helen Melander Bowden. (2021) Interactional and epistemic challenges in students’ help-seeking in sessions of mathematical homework support: presenting the problem. Classroom Discourse 12:3, pages 193-213.
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Christopher J. Jenks. (2020) Applying critical discourse analysis to classrooms. Classroom Discourse 11:2, pages 99-106.
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Christian W. Chun. (2020) Representations of anorexia in an EAP classroom: critically engaging with the body and its discourses. Classroom Discourse 11:2, pages 164-180.
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Amber N. Warren & Trena M. Paulus. (2020) Postgraduate students’ accomplishment of epistemic positioning through personal experience in online discussion forums. Classroom Discourse 11:1, pages 22-40.
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Rod Gardner. (2019) Classroom Interaction Research: The State of the Art. Research on Language and Social Interaction 52:3, pages 212-226.
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S. Houen, S. Danby, A. Farrell & K. Thorpe. (2019) Adopting an unknowing stance in teacher–child interactions through ‘I wonder…’ formulations. Classroom Discourse 10:2, pages 151-167.
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Beatrice Szczepek Reed. (2017) Creating space for learner autonomy: an interactional perspective. Classroom Discourse 8:2, pages 175-190.
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