disciplinary knowledges of subjects. This relationship recognises thatwhat is taken from classroom interactions is not a replacement of one set of experiences and understandings (in the ‘subjective’ child) by another set of experiences and understandings (from the ‘authoritative’ teacher/subject) but is the intersection and interaction of the two authorities, which both foster the child’s personal learning of the everyday and of the academic, and feed into re-interpretations of the subject for the teacher and the discipline. Butt reinforces this point when he concludes in an analysis of the role of personal geographies in the geography classroom that:
We wish to acknowledge the informative and helpful comments of the two reviewers in shaping this ﬁnal version of this article. Nevertheless, the views expressed remain our own.