for the learning of mathematics

Rachel Helme - Vol. 41 Num. 1 (2021)
 I and THEY poetic voices in learning to listen to a student labelled as low attaining in mathematics


The identity work of students labelled as low attaining in mathematics is often interpreted though the lens of others, and as such their own voice can be marginalised. This article expands on the use of the poetic structure of an I poem found in the Listening Guide process of analysis through the introduction of a THEY poem. Found in the teacher’s narrative about the student, a THEY poem is used as a foil to the student’s own narrative, affording the opportunity to highlight the revoicing of contextual others and consider a potential counternarrative.


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