> 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.
> Jim Martin