Regulating readers' bodies: a discourse analysis of teachers' body talk |
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Authors: | Jessica Nina Lester Rachael Gabriel |
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Institution: | 1. Counseling &2. Educational Psychology, Indiana University, Bloomington, IN, USA;3. Curriculum &4. Instruction, University of Connecticut, Storrs, CT, USA |
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Abstract: | In this paper, we report findings from a discourse analysis study of reading instruction in eight primary/elementary school classrooms in the United States. Drawing upon discursive psychology, we specifically examined 96 hours of reading comprehension instruction, with a focus on how teachers talked about the body during the instruction and noted how this gave rise to particular constructions of what it means to be a ‘good’ reader and/or learner. We discuss two patterns from the analysis of our data, including: (1) emphasized versus embedded physical control as essential to being a ‘successful’ reader, and (2), implicit physical control and freedom as essential to literacy learning and to students' identities as readers. We conclude by highlighting implications, with a focus on student identity. |
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Keywords: | Discourse analysis discursive psychology reading bodies |
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