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ERIC Number: EJ944912
Record Type: Journal
Publication Date: 2011-Sep
Pages: 23
Abstractor: As Provided
Reference Count: 55
ISSN: ISSN-1175-8708
Embodying Exclusion: The Daily Melancholia and Performative Politics of Struggling Early Adolescent Readers
Enriquez, Grace
English Teaching: Practice and Critique, v10 n3 p90-112 Sep 2011
Examining the body as a site and product of various ongoing discursive processes can provide insight about how identity impacts students' learning and understanding of their classroom experiences. This qualitative case study investigates how two, urban, eighth-grade students responded to being identified as struggling readers, concentrating specifically on their embodiment of those responses while reading. Drawing upon socio-cultural theories of literacy, performance theories of education, and psychosocial qualities of identity, I argue that the struggling reader identity--which often labels and positions students through deficit lenses rather than recognises and builds upon the strengths or multiple ways students make meaning of printed text--is felt, lived, and embodied as part of students' daily interactions in schools. Findings show that the embodied performances of both students revealed a deep, internalised sense of loss, grief, and exclusion in the classroom while reading. Yet, both students also attempted continuously to rewrite their identities as readers through a variety of other embodied performances with texts. (Contains 1 figure and 4 footnotes.)
Wilf Malcolm Institute for Educational Research, University of Waikato. PB 3105, Hamilton, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 8; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York