ABSTRACT
Chapter 3, “Reading with Their Bodies: Motherhood as a Reader Stance,” analyzes how school-age mothers read, respond to, and make meaning from texts. This chapter explores how in-school reading events are impacted by the students’ mothering status, arguing that school-age mothers draw from their parenting experience as a way to deepen their reading. Drawing from reader-response theory and the Funds of Knowledge approach, the chapter analyzes how school-age mothers who participated in the study read, responded to, and made meaning from course texts in ways that specifically drew on their lived experience as mothers.
