<P>This book uniquely combines data from a study focused on the use of dialogic instruction in an elementary classroom, with analysis of students' retrospective beliefs about the classroom environment, interactions, and authority. </P>
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<P>Through this retrospective methodology, the text offers valuable insight into the long-term impacts of discursive practices on young learners' attitudes to learning and their educational trajectories. Analysis also serves to further understandings of how the classroom environment can function as a living dialogue, in which authority in respect to talk, knowledge sharing, and curricular choices serves as an interactional accomplishment and means of social justice. </P>
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<P>This book will be a valuable resource for researchers and academics with an interest in classroom discourse and critical pedagogy. It will be of particular interest to those with a focus on elementary education. </P>