“I have very little idea where I get what I say”: From the dialogism of school dialogue to the dialogic activity of students
This article retraces a theoretical and reflective journey that led to examining pupils’ unequal access to knowledge from the perspective of unequal access to questioning. Building on the work of François, we take up the concept of dialogism, which offers a way to hold together on the one hand the concepts of language and discourse, which still rarely feature in pedagogical practices, and on the other hand language as object and as means of learning. Dialogism is first conceived in this context from an interlocutionary standpoint, as a tool for analyzing school dialogue, before being looked at from an interdiscursive standpoint, as a way to study the dialogical activity of pupils and university students confronted with knowledge.