Intercorporeal Construction of We-Ness in Classroom Interaction

Abstract Drawing on multimodal conversation analysis as a method, this article explores the role of embodiment and tactility in negotiating peer relations classroom interaction. We aim at discussing how social between peers are locally constructed negotiated through embodied, tactile-haptic, spatial practices during activities. The focus empirical is students sequentially co-construct specific peer-to-peer touch type—sustained leaning touch—as well embodied two-student formations, synchronization bodily movements negotiation personal space serves displaying bonding balancing students’ dual orientation. Our findings suggest that intercorporeal construction we-ness—including exclusive inclusive relation to groups—is based orientations re-organized choreographies, participation frameworks arrangements. tactility, consciousness incorporeal compresence has its basis phenomenologically rooted understanding intercorporeality, therefore our aims building bridges phenomenological conceptualization detailed clearly observable interactional phenomena.