Bubbles of becomings: from located investment to placemaking practices of engagement in the language classroom

Performative spaces: Negotiations in the literature classroom

“…As such, we suggest viewing the literature classroom as a performative space where the focus is turned towards the becomings and unfoldings-negotiations-in the literature classroom. As mentioned in the introduction, other Nordic scholars have pointed to the L1 classroom as a site of diverse cultural spaces (Smidt, 2018) and to placemaking practices in the language classroom (Laursen et al, 2020), a spatial 'trend' in Nordic research to which this study contributes.…”

“…In this sense, when the participants in the classroom negotiate the meaning of the literary text, different kinds of social spaces are produced, intertwined, or linked together. Other Nordic scholars have pointed to the L1 classroom as a site of diverse cultural spaces (Smidt, 2018) and to placemaking practices in the language classroom (Laursen et al, 2020). In our discussion, we will position this study within this "spatial trend" in Scandinavian research.…”

A narrative inquiry into spatial experience: Learners recollections from pre-COVID-19 classroom setting

“…Their literary references like Joyce support previous findings as to memory and memorization, and their focalizing remarks (i.e., smell) show that the interaction with the classroom setting and setting elements transformed into a spatial experience. Regarding the discussions raised by Laursen et al (2020), the learners need "embodied and affective engagements in the classroom practices" (p. 15). The study foregrounds the significance of the classroom objects and suggests a "shift of emphasis from a focus of located investment toward a focus on placemaking practices of engagement in order to capture the unpredictable and affectively loaded bubbles of becomings that are part of all classroom practices" (p. 15).…”

En lang pind op i næsen

“…De saetter hermed spørgsmålstegn ved tendensen til, at literacybegivenheden 'laeses' som repraesentation af generelle literacypraksisser; som situerede instantieringer (instantiations) af bredere generelle sociale og kulturelle praksisser, indlejret i givne magtstrukturer (Burnett & Merchant, 2020, s. 47), og de søger i stedet en mere åben tilgang til literacy som "as an affective encounter generated through an ongoing reassembling of the human and the morethan-human" (s. 48). Introduktionen af literacy-som-begivenhed er deres bud på et supplerende begreb, som i højere grad skal bringe det mere dynamiske og flydende i al literacyaktivitet i forgrunden og rette vores blik også mod de flygtigere betydningsdannelsesprocesser, der bliver til i relationer mellem mennesker, ting og tekster, og mod åbenheden og potentialiteten i øjeblikkene (Laursen, Baun & Østergaard, 2020).…”