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Silfver, E., Maritha, J., Arnell, L., Bertilsdotter-Rosqvist, H., Härgestam, M., Sjöberg, M. & Widding, U. (2018). Classroom bodies: affect, body language, and discourse when schoolchildren encounter national tests in mathematics. Gender and Education
Open this publication in new window or tab >>Classroom bodies: affect, body language, and discourse when schoolchildren encounter national tests in mathematics
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2018 (English)In: Gender and Education, ISSN 0954-0253, E-ISSN 1360-0516Article in journal (Refereed) Epub ahead of print
Abstract [en]

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.

Place, publisher, year, edition, pages
Routledge, 2018
Keywords
affective-discursive assemblages, grade three children, ‘ideal’ pupils, mathematics tests, power
National Category
Pedagogy
Identifiers
urn:nbn:se:uu:diva-381753 (URN)10.1080/09540253.2018.1473557 (DOI)
Available from: 2018-05-17 Created: 2019-04-12
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-8399-0983

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