ABSTRACT
The chapter examines languaging in a peer instructional group in a tenth-grade classroom to explore the relationship of languaging and personhood. It documents how the students’ languaging enacts a set of ideologies of personhood at local, face-to-face levels and at broader, societal levels, as well as the evolution of the languaging of these ideologies of personhood occurring both during that specific classroom event and across the year, taking place in the contexts of the histories of the students’ relationships to each other and in the context of school policies and broader historical social contexts.
