Abstract:This study examines the problem of how teachers establish desirable positions of authority in their classrooms. The interpretive analysis draws on insights from narrative theory in order to consider the following question: How does one teacher establish authority in her classroom through the means of narrative performance? I articulate a rhetorical framework for exploring this question, particularly elaborating the notion of ethos, defined as the rhetorical invention of one's identity for persuasive purposes. … Show more
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