Classroom bodies
Affect, body language, and discourse when schoolchildren encounter national tests in mathematics
Dados Bibliográficos
| ID | 12230495 |
|---|---|
| Autores | Eva Silfver (0000-0001-6413-6538, Umeå University, autor correspondente), Maritha Jacobsson (0009-0001-4610-0950, Umeå University), Linda Arnell (0000-0001-8514-8511, Umeå University), Hanna Bertilsdotter-Rosqvist (Umeå University), Maria Härgestam (0000-0003-0680-9962, Umeå University), Magdalena Sjöberg (Umeå University), Ulrika Widding (0000-0001-8399-0983, Umeå University) |
| Ano | 2018 |
| Volume | 32 |
| Fascículo | 5 |
| Páginas | 682-696 |
| Data de publicação | 2018-05-16 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Gender and Education (JOURNAL) |
| Identificadores do periódico | ISSN: 0954-0253 • E-ISSN: 1360-0516 |
| Editora | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/09540253.2018.1473557 |
| OpenAlex | W2803646201 |
| Idioma | EN |
| Citações recebidas | 4 |
| Referências citadas | 39 |
The aim of this paper is to analyse how Swedish grade three children are discursively positioned as pupils when they are taking national tests in mathematics and when they reflect on the testing situation afterwards. With support from theories about affective-discursive assemblages, we explore children’s body language, emotions, and talk in light of the two overarching discourses that we believe frame the classroom: the ‘testing discourse’ and the ‘development discourse’. Through the disciplinary power of these main discourses children struggle to conduct themselves in order to become recognized as intelligible subjects and ‘ideal pupils’. The analysis, when taking into account how affects and discourses intertwine, shows that children can be in ‘untroubled’, ‘troubled’, or ambivalent subject positions
Affect (linguistics · Ambivalence · Developmental psychology · Discipline · Discourse analysis · Epistemology · Frame (networking · Ideal (ethics · Linguistics · Pedagogy · Power (physics · Social science · Sociology · Subject (documents · Communication · Gender Studies · Global Education and Multiculturalism · Global Educational Policies and Reforms · Literacy, Media, and Education · Psychology · Social Psychology
Conducting interaction
The third way
Academic Emotions in Students' Self-Regulated Learning and Achievement
Non-Representational Theory
Beyond Developmentalism
Governing the Child in the New Millennium
Making Spaces
Why Quality in Education – and What Quality? – A Linguistic Analysis of the Concept of Quality in Swedish Government Texts
An ‘appropriate’ test taker
Performativity as pretence
Do the very best you can”
Children’s notions of the malleability of their academic competencies
Tears, Bubbles and Disappointment—New Approaches for the Analysis of Affective-Discursive Practices
Laddishness' as a Self-worth Protection Strategy
Childhood, neo‐liberalism and the feminization of education
Girls in education
Teacher talk
The policy dispositif
Smart students get perfect scores in tests without studying much’
Intensities of feeling
Settling space and covering the nation
Affect and Emotion
Parables for the Virtual
Positioning and Interpretative Repertoires
Successful girls? Complicating post-feminist, neoliberal discourses of educational achievement and gender equality
Affect and discourse - What's the problem? From affect as excess to affective/discursive practice
Trends in the Turn to Affect
Changing our Methods and Disrupting the Power Dynamics
| Obras citantes distintas | 4 |
|---|---|
| Citações por ano | 0,57 |
| Intervalo de citações | 2019 - 2024 (6) |
| Velocidade de citação | recent |
| Altamente citado | Não |
| Tipos de citação | Neutras: 4 |