Dueling Narratives of a Reader Labeled as Struggling: Positioning, Emotion, and Power Within Four Differing English Course Contexts

Abstract

Using theories of positioning, emotion, and power as a lens, this study explores the lived experiences of a reader labeled as struggling who was enrolled in four different course contexts: traditional high school English, high school remedial reading, high school Young Adult Literature, and college English. Interview data suggests the participant experienced two distinct narratives. Her discourse about the events in her traditional English and remedial reading courses reflects a disempowered positioning, and her discourse about the events in her high school Young Adult Literature and college English courses reflects an empowered positioning. Findings indicate that fostering a strong sense of power and positive emotions and positioning is a promising approach for supporting reader confidence and positive reading identities for readers labeled as struggling.