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Maintaining ControlAutonomy and Language Learning$
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Richard Pemberton, Sarah Toogood, and Andy Barfield

Print publication date: 2009

Print ISBN-13: 9789622099234

Published to Hong Kong Scholarship Online: September 2011

DOI: 10.5790/hongkong/9789622099234.001.0001

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PRINTED FROM HONG KONG SCHOLARSHIP ONLINE (www.hongkong.universitypressscholarship.com). (c) Copyright Hong Kong University Press, 2019. An individual user may print out a PDF of a single chapter of a monograph in HKSO for personal use.date: 13 October 2019

Discursive dissonance in approaches to autonomy

Discursive dissonance in approaches to autonomy

Chapter:
(p.45) 4 Discursive dissonance in approaches to autonomy
Source:
Maintaining Control
Author(s):

Philip Riley

Publisher:
Hong Kong University Press
DOI:10.5790/hongkong/9789622099234.003.0004

This chapter focuses on problems that occur when autonomy means different things to different people and the discourses of autonomy diverge. It argues that such conditions of discursive dissonance arise in educational contexts when there is a conflict between (unacknowledged, out-of-consciousness) pedagogical traditions and “official” or “academic” approaches to learning and teaching. Learners and teachers alike are caught in a tug-of-war between one relatively explicit set of beliefs and instructions and values backed up by institutional authority, and another inexplicit set which is based on folk linguistic beliefs and models and backed up by the authority of tradition and common sense.

Keywords:   selves, discursive dissonance, common sense, institutional authority, learning, teaching

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