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|Title:||Every Glass Ceiling Has a Floor (Of Interaction): Studying Body Position During Floor-Based Activities in Kindergarten Classrooms|
Lee, Victor R.
|Publisher:||International Society of the Learning Sciences|
|Citation:||Silvis, D., Clarke-Midura, J., Shumway, J., & Lee, V. R. (2022). Every glass ceiling has a floor (of interaction): Studying body position during floor-based activities in kindergarten classrooms. In Chinn, C., Tan, E., Chan, C., & Kali, Y. (Eds.), Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022 (pp. 997-1000). International Society of the Learning Sciences.|
|Abstract:||Classroom environments have been hot spots for studies of conversational “floor maintenance,” or the ways in which people establish interactional rights and obligations through turn-taking or topical cohesion. We know less about how the physical floor of interaction is negotiated when activities literally take place on the floor, as in Kindergarten classrooms. In floor-based learning activities, body movements, body positions, and proximity are key modalities for establishing rights and obligations for participating in tasks. This paper analyzes video of Kindergarteners engaged in a floor-based learning activity, where children moved around and positioned themselves (and others) to participate. We found that while children often leaned in to the task-space, there were occasions where they sat back, but were nonetheless productive. Referring to these latter forms of participation as “zones of productive exclusion,” we analyze how body positioning indexed children’s rights and obligations in-task. We discuss implications for analyses of the powered relations between differently-positioned bodies.|
|Appears in Collections:||ISLS Annual Meeting 2022|
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