Using Bakhtinian Classroom Discourse Analysis Methodology to Identify Centrifugal and Centripetal Forces in Academic Probation Discourse

• In Event: Challenging the Paradigmatic and Methodological Norms Within Qualitative Research

Abstract

The study highlighted the use of Bakhtinian Classroom Discourse Analysis methodology in an academic probation intervention course to capture conversational subtleties and promote close analytical reading of classroom conversations. A student-instructor conversation was transcribed and labeled by rhetorical direction to highlight the interplay of revoicing and resisting that the student and instructor enacted in the classroom. The study had implications for both teachers and institutions in accepting responsibility for the messaging that they convey to students in academic distress.

Author

• Felicia Megan Karas, Montana State University - Billings