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Writing Beyond “the Four Corners”: Adolescent Girls Writing By, In, From, and For Bodies in School
Journal of Literacy Research ( IF 2.551 ) Pub Date : 2020-01-12 , DOI: 10.1177/1086296x19896496
Rebecca Woodard 1 , Andrea Vaughan 1 , Rick Coppola 1
Affiliation  

There is growing interest in foregrounding bodies in literacy research and pedagogy. Drawing across multiple conceptualizations of bodies as tools, mediums, and social texts, this qualitative case study examines the multifaceted nature of embodiment in two adolescent girls’ school writing. Situated in a research-practice partnership that included researchers, the teacher, adolescent youth, and their parents, this analysis explores the ways writing acted with/on bodies throughout a poetry-writing unit in an urban middle school English language arts classroom. Data collected over 11 weeks included student and teacher interviews, observations and field notes, and artifacts. Through inductive coding processes, coupled with member-check interviews with participants and their parents, four themes were identified: (a) embodied knowing as inspiration for writing, (b) bodies as a mode of multimodal representation, (c) writing as a way to counternarrate against/with other bodies, and (d) bodies responding to writing.

中文翻译:

超越“四个角落”的写作:青春期女孩在学校由、在、来自和为机构写作

人们对扫盲研究和教学法的前景机构越来越感兴趣。这个定性案例研究跨越了身体作为工具、媒介和社会文本的多种概念,考察了两个青春期女孩在学校写作中体现的多方面性质。该分析位于研究人员、教师、青少年及其父母组成的研究实践合作伙伴关系中,探讨了在城市中学英语语言艺术课堂的诗歌写作单元中写作对身体的作用方式。超过 11 周收集的数据包括学生和教师访谈、观察和现场笔记以及人工制品。通过归纳编码过程,再加上与参与者及其父母的成员检查访谈,确定了四个主题:
更新日期:2020-01-12
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