This final chapter focuses on theoretical and pedagogical implications of the reconceptualization of “participation” and “engagement” presented in this volume. The immeasurably complex work of doing-being-a-student in a classroom in all its varied forms creates a monumental job for teachers as they engage in participation monitoring. This chapter reviews the contributions of this volume, including the concepts of studenting, waves of embodied action, and multimodal listening. The challenges of multimodal analysis are discussed, including single-case analyses of two new phenomena: covert disengagement and domino (dis)engagement. The importance of spatial organization for creating participation frameworks for engagement is illustrated through two comparative examples. Finally, this chapter returns to the concept of “participation,” including discussion of the performance required of students in the classroom, and the relationships between participation, engagement, and learning.
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