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Abstract
This project examines student–teacher talk, offering findings that show the participating teacher questioning and directing students in routinized ways, with students responding passively and participating in familiar discursive patterns. The study also shows subtle but important shifts in authority that function to unsettle normative teacher–student interaction. Ultimately, this research implies that classroom talk can be steeped in hegemonic practices while demonstrating that critical discourse analysis is an effective means for interrogating social relations and power structures in educational contexts.
The author wishes to thank WSCA convention and WJC reviewers, including the Editor. Vincent J. Del Casino, Jr., has been most influential in inspiring me to turn to the texts of Foucault and for my taking up a critical lens for this work.
Notes
[1] A blind reviewer for the Western Journal of Communication offered a provocative point here about the role of technology as a site through which power structures get reified, suggesting that technologies may “create spheres of isolation that impede collectivity.” The reviewer’s comment was very much appreciated.