Curriculum Differentiation: Interpretive Studies in U.S. by Reba Page, Linda Valli

By Reba Page, Linda Valli

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Bradley. It echoes through the remainder of the lesson, prompting continuing rgument whenever Mary's power to influence the fictional < previous page page_31 If you like this book, buy it! next page > < previous page page_32 next page > Page 32 group is broached. Indeed, it becomes part of the history of Mr. Bradley's lower-track class: in reviewing for the final examination two months later, Mary revived all the passions of the original encounter. 6 Mary's power as a topic in Mr. Bradley's lower-track lesson with eighteen ninth gradersif not among the fictional charactersproves "surprising" to Mr.

Because of the operation of siding, if an issue such as Mary arises, it is possible that lower-track female students will simply find themselves outnumbered, rather than out-argued. By the same token, girls (or others of minority status) who argue may appear strident or over-zealous and, therefore, be dismissed as cranks, simply because there are only a few representatives to voice their viewpoint. This is precisely what happens in Mr. Bradley's lesson. As the subject of Mary continues in renewed debates, Patty consistently but unsuccessfully carries the defense.

Teachers pose questions to which students respond, and < previous page page_28 If you like this book, buy it! next page > < previous page page_29 next page > Page 29 teachers react to their responses before posing the next question. Because teachers occupy the third, reacting position, they control both the topic and the turns of talk. However, recitations are joint constructions: if students do not participate, a recitation will flounder and the teacher will not be able to teach. Following the opening frame and working reciprocally, Mr.

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