The performance of academic identity as pedagogical model and guide in/through lecture discourse

This article argues that lecture discourse has the capacity to support students in their transition into modes of social critique and that the lecturer, through an enactment of an academic identity in lecture discourse, plays a crucial role as both model and guide. Certain crucial phases and sub-phases of lectures are used to model an engagement with individual and everyday experience as grounds for analysis and critique. A close examination of phase structures illustrates how an academic's identity is used as a model within a pedagogical process wherein the academic shifts from the anecdotal to the theorised and critical through the process of recontextualisation.