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Gender and Education


This analysis is experimental: we attempt to read data with the work of Karen Barad and in doing so ‘see’ teacher-student writing conferences (a common pedagogy of US elementary school writing) as intra-activity. Data were gathered during teacher-student writing conferences in a grade five US classroom over a six week period. One conference between a researcher and a male Latino student, a Student of Labels, is diffracted. Reading and writing and thinking with Barad disrupts our habitual ways of privileging language as representational. Rather, we consider the material-discursive practices of schooling that produce what comes to matter, leading us to reimage the teacher-student writing conference as entangled becoming-writingconferencing, speaking to the multiplicity of participants, merging of bodies, continual movement, open-ended possibilities, and anticipated transformation of intra-action.


This document has undergone peer review. This is an Author's Accepted Manuscript of an article published in Gender and Education:

Phillips, D K. & Larson, M. L. (2013). The teacher-student writing conference reimaged: entangled becoming-writingconferencing. Gender and Education, 25(6), 722-737, available online at: (The final published article should be used for reference and citation purposes).

© 2013 Taylor and Francis. Copyright restrictions may apply.

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