Clandestine interactional reading: Intertextuality and double-voicing under the desk

This article approaches reading as an ideologically grounded and institutionally organized activity. It examines children's clandestine practice of interactional reading in an educational context where individual silent involvement with text is the teachers’ prescribed way of reading. Drawing on ethnographic fieldwork conducted in second- and third-grade elementary school classrooms, I document the crafty ways in which children inject interactional reading into the terrain of the normative reading canon, where it thrives under the surface of prescribed classroom praxis. In addition, I examine how clandestine episodes of interactional reading unfold and identify characteristic ways in which texts are interactionally accessed and apprehended.Through the analysis of reading practice, I aim to illuminate the interface between the sly mechanisms through which a certain habitus perdures, and the tactical operations that produce its clandestine transformations.