Opening paragraph on argument for focus on epistemic object, and why this is an issue of power and access/equity; its links with other current work in related fields, where concern for focusing in on what is made available with respect to the content is important. We draw on data from a wider project, focusing here on the pedagogy of one participating teacher. We choose her because …. (1/2)
2. Theoretical framing – why epistemic object, access and power, and relevant literature? (2)
3. Methodological resources
4. The teacher and the lesson – contextual information (1)
5. The selected episode and analysis – fore grounding how the local and the visual/iconic are privileged, and epistemic object is left implicit or invisible. The consequences appear in recurrent problematic learner productions through the lesson – interest is there are strong similarities between these and the spread of error in tests. Two interesting things – the first is that some similar errors happened in the tests and in the teaching; and the second is the spread of error that are hard to explain – random and unpredictable … and the (in)coherence of the lessons provides some insight into why this might be the case. (send sitti Shaheeda's paper on open and closed texts.) (5)
6. Discussion on the value of this work methodological and then empirically and then practically for the pd. (1)
7. Conclusion (1/2)
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