This book demonstrates how pedagogical matters can be studied through interaction in educational settings. It presents empirical studies of classrooms and other educational settings, showing how meaning, knowledge, and learning are shaped in talk and social action. The chapters move across educational contexts, from early childhood education and primary school to higher education and educational policy.
Along the way, the book explores topics such as children's mathematical thinking, preschool mealtimes, comics and literacy, persuasion in language teaching, students' struggles with fiction reading, and the interactional work of policy making. Bringing together international scholars, the volume highlights how educational practices are accomplished through language, interaction, and shared activity. This book encourages a wider adoption of discursive psychology research within the fields of pedagogy, education, early childhood education, higher education and the many other fields where researchers study aspects of education and learning.
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