Challenging the laws of talk: ground rules, social reproduction and the curriculum

Author: Lambirth, Andrew¹

Source: The Curriculum Journal, Volume 17, Number 1, March 2006 , pp. 59-71(13)

Publisher: Routledge, part of the Taylor & Francis Group

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Abstract:

This article examines and critiques recent work that seeks to establish an effective context and environment for talk in the classroom using ground rules. The article argues that in their haste to facilitate ways to enrich the talk opportunities in the classroom, some academics have often failed to take account of a number of key cultural, ideological and political issues that also affect success in school. This article examines some of the dilemmas concerning equality of opportunity that are faced by teachers attempting to implement ground rules for talk. In doing so, I wish to challenge the ahistorical and apolitical approach to learning theory that many writers adopt when recommending teaching methods, and how they fail to see how serious dilemmas over equality and alienation are not being addressed by their suggestions. Lastly, I suggest an alternative approach to the teaching of talk within the curriculum.

Keywords: Culture; Ground rules; Ideological; Literacy; Social reproduction; Sociocultural; Talk

Document Type: Research article

DOI: 10.1080/09585170600682608

Affiliations: 1: Canterbury Christ Church University, UK

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