Critical theory and classroom questioning
- 1 January 1987
- journal article
- research article
- Published by Taylor & Francis in Language and Education
- Vol. 1 (2) , 125-134
- https://doi.org/10.1080/09500788709541216
Abstract
The Question/Answer cycle is examined from the standpoint of critical theory. A structural and functional examination of it shows that the possibility of rational responses by students to the validity claims of teachers is excluded in principle. Typical patterns support a form of strategic action appropriately labelled ‘instructional action’ rather than the ‘educational action’ necessary for learning aimed at the learner's eventual autonomy.Keywords
This publication has 4 references indexed in Scilit:
- A School Communication-deficit Hypothesis of Educational DisadvantageAustralian Journal of Education, 1983
- CRITICAL THEORY, CURRICULUM AND TEACHINGDiscourse: Studies in the Cultural Politics of Education, 1982
- Teacher reformulations of pupil discourseAustralian Review of Applied Linguistics, 1980
- The organization of turns at formal talk in the classroomLanguage in Society, 1978