Students interact in a variety of topics in the classroom, either directly or indirectly as participants or observers. Their socio-cultural identities are greatly shaped throughout these classroom encounters. The relationship between classroom interactions and students’ socio-cultural identity formation has received very little consideration. This research aims to provide a theoretical and empirical framework for investigating the relationship between classroom interactions and students’ socio-cultural identity formation. It is stated that this can be investigated with the use of ‘Norman Fairclough’s’critical discourse analysis’ theory. The goal of this paper is to recognise the need for a new critical framework for understanding the relationship between classroom interactions and students’ socio-cultural identities. Fairclough’s theory considers language as a social tool for hegemonic control, and his framework thus provides a useful framework for critically examining classroom interactions.
Author (S) Details
Garima Aggarwal
Department of Education, Central Institute of Education, University of Delhi, India.
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