ABSTRACT
The previous chapter outlined some of the ways in which category membership was made relevant and used as a basis for activity during fairy club. It was suggested that the organization of children into different membership categories (teacher and students) was in part achieved and made relevant by the orientation to the cohort of students to organize action. The differential rights and responsibilities were particularly evident with respect to the allocation of turns at talk – when a student wanted to talk, how they could go about taking a turn, and what they could say, were things shaped by the teacher (see McHoul 1978). Similarly, the design and positioning of the teacher’s turns at talk generated and made visible her membership as teacher. At any moment the teacher’s right to allocate turns at talk could be used, and when it was it had priority for doing the interaction.
