@inbook {MATHEDUC.06125805,
    author       = {Morgan, Candia},
    title        = {Studying discourse implies studying equity.},
    year         = {2012},
    booktitle    = {Equity in discourse for mathematics education. Theories, practices, and policies. Based on a conference, Rochester, NY, USA, May 2008},
    isbn         = {978-94-007-2812-7},
    pages        = {181-192},
    publisher    = {Dordrecht: Springer},
    doi          = {10.1007/978-94-007-2813-4_11},
    abstract     = {Summary: Understanding discourse as the linguistic moment of a social practice entails that studying discourse involves studying the nature of the social practice and the social structures within which it functions as well as studying communicative interactions. Issues of equity inevitably arise because discourse involves the production and maintenance of relationships and worldviews. This chapter suggests that more substantial attention at the level of social structure would enhance our understanding of the reasons underpinning particular classroom practices and text level characteristics as well as our ability to address the question of who is advantaged or disadvantaged by particular forms of discursive and pedagogic practice. Bernstein's theory of pedagogic discourse is proposed as one approach to make connections between interactions, practices and social structure. Discussion of pedagogy in multilingual classrooms highlights the ways that language practices contribute to the exercise of power.},
    msc2010      = {C60xx (C50xx C70xx)},
    identifier   = {2013a.00256},
}