ABSTRACT
In this chapter, I construct a sketch of how hybrid discourse practices can function within quotidian classroom activities to exert powerful positive effects on students thinking, social development, and critical consciousness by helping them fuse authoritative and internally persuasive discourses (Bakhtin 1981). That these practices and effects are important for moving beyond paternalistic, imperialistic, and “it's-a-small-world-after-all” forms of multiculturalism has been demonstrated by critical social and cultural theorists of (e. g., Appadurai 1996; Bakhtin 1986; Bhabha 1994; McCarthy 1998; Soja 1996; Volosinov 1973; Zizek 1999).
