Getting students to recognise the dominant discourse is of course not the
same as getting them to realise it. I know many colleagues who wrestle
with this, and get over the problem in writing but not in speaking.
Of course, it's not just a problem that the dominant discourse gets
recontextualised in a non-mainstream voice. As long as the
non-mainsteam voice can speak, that's a great possible source of
renovation. But it's the powerful math or science or humanities
discourse that needs renovating, not some already recontextualised form
of it.
So, where's the accelerator? We've worked here with knowledge about
language/semiosis; there must be other catalysts.
Jim Martin