ERIC Number: EJ1021104
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Reference Count: 26
The Teacher-Student Writing Conference Reimaged: "Entangled Becoming-Writingconferencing"
Phillips, Donna Kalmbach; Larson, Mindy Legard
Gender and Education, v25 n6 p722-737 2013
This analysis is experimental: we attempt to read data "with" the work of Karen Barad and in doing so "see" teacher-student writing conferences (a common pedagogy of US elementary school writing) as "intra-activity." Data were gathered during teacher-student writing conferences in a grade five US classroom over a six-week period. One conference between a researcher and a male Latino student, a Student of Labels, is diffracted. Reading and writing and thinking "with" Barad disrupt our habitual ways of privileging language as representational. Rather, we consider the material-discursive practices of schooling that produce what comes to "matter," leading us to reimage the teacher-student writing conference as entangled becoming-writing conferencing, speaking to the multiplicity of participants, merging of bodies, continual movement, open-ended possibilities, and anticipated transformation of "intra-action. "
Descriptors: Elementary School Teachers, Elementary School Students, Teacher Student Relationship, Conferences (Gatherings), Writing Instruction, Individual Instruction, Hispanic American Students, Grade 5, Labeling (of Persons), Poetry, Theories, Data Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 5; Intermediate Grades
Authoring Institution: N/A