Abstract
This article discusses the issue of body/space invasion and regulation in the process of schooling. Through the use of collective biography research and collective memory work, the authors examine how selected schooling processes contribute to the construction of students as subjects within classroom discourse. Their method uses poetry as texts that are analyzed in relation to their lived, empirical question: “How are our bodies constituted as schooled beings?” The authors’ interest lies in rendering visible both dominant and resistant forces operating within the classroom, including student and teacher participation within such dynamics. More specifically, they focus on how students and teachers come to understand order through the creation of boundaries and regulations—along with the consequences of transgression.
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