Contents -- Foreword by Gary A. Olson -- Acknowledgments -- 1. Introduction -- 2. The New Paradigm and the Questioning of the Traditional Teacher's Authority -- Bourdieu and Passeron's Theory of the Traditional Teacher's Authority -- The Changing Classroom and the Questioning of the Traditional Teacher's Authority -- A Perplexing Dimension of The Teacher's Authority -- 3. Reconsidering the Teacher's Authority -- The Institutional Authority As Necessary Evil -- The Ambiguity of the Authority of Expertise and Personal Authority -- 4. Rethinking the Relationship of Discourses in the Classroom -- Discourse As The Site Of Struggle -- Rorty's Notion of Normal and Abnormal Discourse -- Responsive Abnormal Discourse and Nonresponsive Abnormal Discourse -- Differences Between Responsive Abnormal Discourse And Nonresponsive Abnormal Discourse -- Reconceiving the Discourse Relationships in the Classroom -- 5. Discourse as Enabling Constraints -- Lena's Story As An Indication Of The Need For Primary Interaction In The Writing Class -- Changing The "Stabilized Social Audience" Through Primary Interaction -- Stories About "Outsiders": Critical Consciousness Versus Critical Literacy -- The Two-Level Interaction As Means To Critical Literacy -- 6. Edifying Teachers as Enabling Constraints -- The Concept of the Edifying Teacher -- Edifying Teachers' Edifying Roles -- The Nurturing Mother and the Edifying Teacher -- The Emancipator and the Edifying Teacher -- The Mediator And The Edifying Teacher -- Edifying Teachers as Enabling Constraints -- Conclusion, or a New Beginning -- Notes -- Works Cited -- Index -- A -- B -- C -- D -- E -- F -- G -- H -- I -- J -- K -- L -- M -- N -- O -- P -- R -- S -- T -- U -- V -- W -- Y.