Elementary Education and Teaching | Social and Philosophical Foundations of Education
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 disrupts 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-writingconferencing, speaking to the multiplicity of participants, merging of bodies, continual movement, open-ended possibilities, and anticipated transformation of intra-action.
This is an electronic version of an article published in Gender and Education, volume 25, issue 3, 2013, pages 722-737. Gender and Education is available online at: doi:10.1080/09540253.2013.819970
Donna Kalmbach Phillips and Mindy Legard Larson
The teacher-student writing conference reimaged: Entangled becoming-writingconferencing.
Gender and Education, 2013, volume 25, issue 3, pages 722-737
Phillips, Donna Kalmbach and Larson, Mindy Legard, "The Teacher-Student Writing Conference Reimaged: Entangled Becoming-Writingconferencing" (2013). Faculty Publications. Accepted Version. Submission 8.