Lifeworlds and the 'w/ri(gh)ting' of classroom research

This paper is about re-representing the lifeworlds experienced by different participants in the 'same' physics classrooms; dissatisfied with the monol ithic accounts that dominate the educational literature, we offer here an a ttempt to w/ri(gh)te classroom research. This paper, therefore, has a dual purpose: We exemplify how authors might want to represent different perspec tives on the 'same' classroom and we build on this example to argue for w/r i(gh)ting research by drawing on literary forms that differ from traditiona l master narratives. W/ri(gh)ting requires reading in new ways; by skipping text, readers risk missing out on the reflexivity of our argument.