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In this article, Kris Gutierrez, Betsy Rymes, and Joanne Larson demonstrate how power is constructed between the teacher and students. The authors identify the teacher's monologic script, one that potentially stifles dialogue and interaction and that reflects dominant cultural values, and the students' counterscripts, formed by those who do not comply with the teacher's view of appropriate participation. The authors then offer the possibility of a
Gutiérrez et al. (Fri,) studied this question.