Faculty Publications

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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.

Document Type

Accepted Version


This article is the author-created version that incorporates referee comments. It is the accepted-for-publication version. The content of this version may be identical to the published version (the version of record) save for value-added elements provided by the publisher (e.g., copy editing, layout changes, or branding consistent with the rest of the publication).


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

Original Citation

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



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