These normative structures that permeate classrooms in North America, and around the world, are so robust, so entrenched, that they transcend the idea of classroom norms (Cobb, Wood, & Yackel, 1991; Yackel & Cobb, 1996) and can only be described as institutional norms (Liu & Liljedahl, 2012)—norms that have extended beyond the classroom, even the school building, and have become ensconced in the very institution of school. Much of how classrooms look and much of what happens in them today is guided by these institutional norms—norms that have not changed since the inception of an
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Epistemic
Ideology
