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"Is The Story On My Face?": Intertextural Conflicts During Teacher-Class Interactions Around Texts In Early Grade Classrooms, Pauline Harris, Jillian Trezise, W N. Winser

Faculty of Social Sciences - Papers (Archive)

This paper reports on a three-year naturalistic inquiry into intertextuality in early grade classrooms. Specifically, the paper focuses on intertextual conflicts during teacher-class interactions where teachers are reading and modeling texts as well as guiding children to read and talk about text content, purposes, genres, and structures. These conflicts are identified and examined within a conceptual framework that accounts for intertextuality in terms of written texts, lived experiences, lessons, and processes in individuals. In exploring these conflicts, the study reveals that intertextuality in classrooms is not a systematic business. Rather, intertextuality can take on many guises in classroom interactions around …