I believe too that the reasons for students feeling intimidated
is more complex than just science-talk. Student histories, academic
histories - as in how previous teachers as well as yourself respond in
kind to science-talk. The competitive nature of schools and grades. The
fact that while it is always said that to ask questions about what one
doesn't know is valued, in fact little is done so that to demonstrate
one's ignorance is of social value. By, little is done, I means that
there are no classroom activities that enhance and support questions of
ignorance or misunderstandings. In this culture a great deal of group
trust is necessary in order to take the risk of demonstrating one's
ignorance.
The class intimidation by scinece-talk is an important marker for
something, for sure. But it is not a hegemony over the class - much more
is going on, and I suspect that in each class the answer to that question
will be specific to that class and their attributes of shared and
unshared histories.
This suggests to me that the best place to study the effects of
any 'voice' within a classroom is within each classroom at that time.
This would mean that the teacher would necessarily have to build in
reflexive time within class time, and possibly even reflexive activities
outside of the classroom.
As always, Dewey, I look forward to and enjoy your comments.
Phillip
pwhite who-is-at carbon.cudenver.edu