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In active engagement physics classrooms, students get opportunities to makesense of physics together through discussion. They do not always take up theseopportunities, in part because of the risk of sharing their ideas and havingthem rejected by their classmates or the instructors. In this case study, Ianalyze videotaped discourse of a tutorial group's early discussions toinvestigate how students manage these risks in creating a safe space tosensemake. I find that the students and instructors alike rely on a commondiscursive resource - epistemic distancing - to share their ideas whileprotecting themselves affectively if others disagree. Epistemic distancingincludes hedging, joking, deferring, and other discourse moves used to softenone's stance in conversation. I use video analysis to illustrate the effects ofthese moves on tutorial groups' sensemaking discussions, and discussimplications for instructors wishing to encourage sensemaking discussions intheir physics classrooms.

The Use of Epistemic Distancing to Create a Safe Space to Sensemake in Introductory Physics Tutorials