Abstract
How might we bear witness to the fluidity and fragility of identity work that
takes place during classroom discussion? How do teachers and pupils play with
the personal politics of positioning during our everyday interactions? The piece
that follows is written as a story almost entirely in everyday dialogue. It takes a
methodological turn towards narrative imagining in order to develop an
approach that explores the performance of projected, received and contested
identity positions during an English lesson. A brief discussion of some of the
issues raised and of what informed the process of writing serves as an epilogue
to the story.
| Translated title of the contribution | Thorns on my tongue |
|---|---|
| Original language | English |
| Pages (from-to) | 133 - 153 |
| Number of pages | 21 |
| Journal | Changing English |
| Volume | 19 |
| Issue number | 2 |
| DOIs | |
| Publication status | Published - Jun 2012 |