Producing of Heteroglossic Classroom (Micro)cultures Through Hybrid Discourse Practice

Abstract

In this article, I examine two different classroom events to construct a theoretical/methodological argument for how hybrid discourse practices function to produce heteroglossic classroom (micro)cultures. These (micro)cultures constitute "free spaces" within which students and teachers are empowered to fuse authoritative and internally persuasive discourses as these constructs have been defined by Bakhtin. These fusions often function to promote the intellectual, social, and ideological development of students and teachers alike.