||Secrete/d Pedagogy: Body Languaging and the Navigation of Traumatizing and Traumatized Space in the First-Year Composition Classroom, is an interdisciplinary exploration into the multimodal, multisensory phenomenon of languaging in and for schools. Beginning with an exploration into the forces that move, shape, and texture the writing classroom, this text steps into the phenomena of literacy, language, and the body, paying particular attention to the enfolded and unfolding histories of conquest through practices of language standardization that live within the bodies being schooled. By foregrounding bodily memory, emotion, felt sensation, and somatic stimuli, we can begin to see the role of the body in the design and disruption of language. I claim that the languaging body acts with agentic force within the first-year composition (FYC) classroom, re/citing, re/spawn/ding and trans/forming the inheritances of violence sculpting institutional affect and the standardization of particular linguistic forms. As this dissertation moves into the force of the body in language and expression, the expressions and sensations of the bodies who participated in this multivocal videocued ethnography will move the text as it attempts to answer the following questions: What body languaging practices are occurring within the first-year composition (FYC) classroom? And, how are teacher, students, and researcher making sense of body-based meaning- making resources, or not, within the FYC classroom? Poetry, oration, film, and scene headings will work together to fashion a text held together by the experiences of thebeings (writing students, writing teacher, and researcher) who composed the study. This text will do its best to be reflective and response(able) to the multimodal, multisensory phenomenon this is writing... in and for schools.