Hand-on-shoulder touch as a resource for constructing a pedagogically relevant participation framework
Abstract This article explores tactile practices in pedagogical settings by focusing on one specific pedagogical touch type, teacher-initiated hand-on-shoulder touch, which is examined particularly as a reactive practice for classroom management. Drawing on multimodal conversation analysis, the present study analyses variations in hand-on-shoulder touch as well as the relationship between these variations and the pedagogical functions of touch, specifically as they relate to the construction of a pedagogically relevant participation framework. The datasets consist of video recordings of naturally occurring classroom interaction in Finnish schools. From this, three types of hand-on-shoulder touch are described (serial, sustained, and extended) and their characteristics outlined (e.g., duration, force, body posture). Hand-on-shoulder touch is also discussed as a touch type with multifaceted pedagogical potential and variable use in coordinating and orchestrating students' attention and participation in classroom settings. This study thus contributes to both conversation analytical research on tactile practices and pedagogical research on classroom management.