Nonrational Classroom Performance: Ritual as an Aspect of Action

Through the presentation and analysis of two extended examples, the authors develop a clear conceptualization of ritual as formalized, symbolic performance and show how such a conceptualization allows us to look at ritual as an aspect of action rather than as a type of action. As an aspect of action, ritual is to be found in nearly all classroom action and helps us understand how the most mundane and ordinary of activities carry with them powerful cultural messages.