Dialogic Status in Design Education: Authority and Peer Relations in Studio Class Conversations
Abstract
In this article, I study role enactment and status relationships in university design studio classrooms. I analyze conversations that take place during discussions of student creative work, and I interpret them in the context of previous studies of learning, classroom discourse, and creativity. I found that professors and students jointly establish and maintain a complex and hybrid participation structure in which they enact dialogic status:...
Paper Details
Title
Dialogic Status in Design Education: Authority and Peer Relations in Studio Class Conversations
Published Date
Oct 4, 2019
Journal
Volume
82
Issue
4
Pages
407 - 430
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