#11115. The micro-politics of classroom talk: tracking students’ shifting positions on race, place and privilege

August 2026publication date
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Journal’s subject area:
Education;
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Abstract:
This article seeks to use extended extracts of moment-by-moment classroom talk to track the subject positions that students take up and map the discourses they draw on over time in an extended conversation. This qualitative case study examines classroom talk in a racially desegregated classroom. We hypothesize that when the interactional order of the classroom is such that students’ diverse knowledges and experiences are invited in, students collectively gain access to a multiplicity of discourses which can be used as resources to rethink their own subject positions.
Keywords:
Classroom interaction; place-identity; positioning; poststructuralist discourse analysis; race

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