This text describes the theory and methods involved in using role-play in the classroom. Topics and issues described include: sociolinguistic concepts for analyzing enacted examples; example use and deictic mapping; pedagogical implications; and four enacted participant examples.

The volume also presents a new methodological technique - "deictic mapping" - that can be used to uncover interactional organization in all sorts of speech events. Drawing on the philosophy and sociology of education, this volume discusses the social and educational implications of enacted partipant examples. Educational theorists generally find participant examples to be cognitively useful as devices to help students understand pedagogical content. But enacted participant examples have systematic relational consequences as well. This volume presents and discusses participant examples that have clear, and sometimes undesirable, social consequences. It also discusses how it might be possible to adjust educational theory and practice, given the relational implications of classroom participant examples.

Part 1 Acting out participant examples: Examples - Examples' logical structure, Examples' interactional implications
Sociolinguistic Concepts for Analysing Enacted Examples - Rule-based accounts, Emergent interactional events
Participant Examples and Personal Pronouns - Narrated and narrating events, Footing and shifters. Part 2 The great books at colleoni high: Ethnographic Background - Colleoni High, Fieldwork. Classroom participants, Classroom activities, Ethnotheories of examples
The Paideia Philosophy - Seminar, Classic texts and social equality. Part 3 Example use and deictic mapping: A. Habitual Uses of Examples - Total incidence, Coding categories, Cross-category regularities
Deictic Mapping - The technique, The insufficiency of deictic map. Part 4 Four enacted participant examples: The "Spartan Babies" Class - Students and Spartans: overview, Students and Spartans: detailed analysis
The "Tyranny" Class - Ivory the dictator, Maurice and Mr. Smith, Mr. Smith and Mrs. Bailey
The "Discrimination" Class - William and Cassandra, Mrs. Bailey and Erika, Gary and his mother
The "Revenge" Class - Initial relationships, Lashaunda and Dorothea, James. Conclusion: Relational cognitive activities, Pedagogical implications
References, Index.