Stances and Dances: The Negotiation of Subjectivities in a Reading/Language Arts Classroom

Describes how in the examination of a sixth-grade girl’s participation in the language arts classroom that is driven by high-stakes testing and by a regimented classroom culture, the authors came to view students’ approaches to literacy events as “stances” and their negotiation of their subjectivities in response to literacy events as “dances.”