Abstract

Classrooms provide various kinds of experiences to students. These experiences help students to formulate views about themselves and the world around. Researchers have noted that for a positive view about the self, individuals need recognition about their beliefs and value systems from others. In schools individuals interact in ways that reflect positive or negative views of each other. Exploration of the intricacies imbedded in such acts of recognition and misrecognition reveals the layers of the thought process at work in the research field. The presented research explores three classrooms of a primary school to understand how classroom conversations results in experiences of such recognition and misrecognition for students. The same was done with the help of ‘discourse analysis’.

Keywords: Discursive construction, Recognition and misrecognition, Classroom, Identity.

[1] PhD Scholar, Central institute of Education, Department of Education, University of Delhi, India