Abstract
This article aims at theorizing transgressive classroom language. Taking up theories of languaging, critical childhood studies, and subjectivity, we theorize instances of transgressive classroom language as languaging acts that disrupt notions of propriety and appropriateness in the classroom. We articulate a heuristic framework for understanding how ideologies and power relations shape language norms in literacy instruction and how teachers and students counter such forces through transgressive languaging acts with examples from five classroom discourse studies. We conclude with a discussion of its implications and a call for critical listening in understanding students’ transgressive languaging acts in classroom learning.
Published Version
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