Exploring classroom life through cogenerative dialogues |
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| Authors: | Joanna Higgins Linda Bonne |
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| Institution: | 1. Faculty of Education, Victoria University of Wellington, Wellington, New Zealand
2. New Zealand Council for Educational Research, Wellington, New Zealand
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| Abstract: | In response to Shady’s reflection on his experience as a teacher-researcher in which he explored different cogen structures, we consider fluid participant configurations using cogens as a research method to provide insights into classroom life. Our cogens illuminated the role of symbolic, cultural and social capital in student–teacher alignments that changed across different classroom situations. In Shady’s study, as well as our own, respectful student–teacher relationships that involved the teacher and students first establishing common social capital, enabled the teacher to “be in with” the students, and vice versa. We raise questions about how the structure of cogens might affect the nature of the dialogue that is cogenerated. |
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