In this article, Kris Gutierrez, Betsy Rymes, and Joanne Larson demonstrate how power is constructed between the teacher and students. The authors identify the teacher's monologic script, one that potentially stifles dialogue and interaction and that reflects dominant cultural values, and the students' counterscripts, formed by those who do not comply with the teacher's view of appropriate participation. The authors then offer the possibility of a "third space" — a place where the two scripts intersect, creating the potential for authentic interaction to occur. Using an analysis of a specific classroom discourse, the authors demonstrate how, when such potential arises, the teacher and students quickly retreat to more comfortable scripted places. The authors encourage the join construction of a new sociocultural terrain, creating space for shifts in what counts as knowledge and knowledge representation.

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Data drawn from an ethnographic study of kindergarten iournal writing activity suggest that literacy knowledge is distributed socially through shifts in participant roles, or footings, within the participation framework of the activity Discourse analysis of moment-to-moment talk and interaction reveols that activity participants assume a variety of participant roles available in the participation framework. By assuming these roles, literacy knowledge is distributed from restricted teacherstudent dyads to other student overhearers. In this way the participation framework highlights the ways in which participants in writing activity gain access to the social distribution of literacy knowledge that may otherwise be limited by restricting talk to dyadic interaction. Furthermore, the role of the participation framework as o medioting tool in purposeful writing activity is emphasized as a key factor in the distribution of literacy knowledge.

This article describes one urban classroom and the language and literacy practices jointly constructed by a veteran urban teacher, Lynn Gatto, and her 3rd grade students. Drawing from two ethnographic studies of Gatto's 2nd-4th grade looped classroom, we argue that Gatto and her students use the interplay between strategies and tactics (De Certeau, 1984) and between disruptive and contained underlife (Goffman, 1961), or what we are calling tactical underlife, to construct their own spaces of resistance to the constraining demands of the standardization and accountability movement.

This article focuses on the role of overhearer participation in learning to write. Using Goffman's notion of the participation framework as a linguistic structure that organizes and is organized by talk and interaction in activity, data drawn from an ethnographic study of kindergarten journal writing activity will be presented in a discussion of how shifts in participant roles contribute to text construction.