Classroom Bodies: Affect, Body Language, and Discourse When Schoolchildren Encounter National Tests in Mathematics

Autor/inn/en	Silfver, Eva; Jacobsson, Maritha; Arnell, Linda; Bertilsdotter-Rosqvist, Hanna; Härgestam, Maria; Sjöberg, Magdalena; Widding, Ulrika
Titel	Classroom Bodies: Affect, Body Language, and Discourse When Schoolchildren Encounter National Tests in Mathematics
Quelle	In: Gender and Education, 32 (2020) 5, S.682-696 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
DOI	10.1080/09540253.2018.1473557
Schlagwörter	Grade 3; Elementary School Students; Mathematics Tests; Discourse Analysis; Nonverbal Communication; Affective Behavior; National Competency Tests; Emotional Response; Foreign Countries; Video Technology; Student Attitudes; Human Body; Gender Differences; Mathematics Achievement; Sex Stereotypes; Child Development; Sweden + Suchen Sie Ihr Suchwort? School year 03; 3. Schuljahr; Schuljahr 03; Diskursanalyse; Non-verbal communication; Nonverbale Kommunikation; Affective disturbance; Active behaviour; Affektive Störung; Emotionales Verhalten; Ausland; Schülerverhalten; Menschlicher Körper; Geschlechterkonflikt; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Kindesentwicklung; Schweden
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01