Farini, F. and Scollan, A. (2018) Children as storytellers. Migrant narratives in primary schools. Invited Presentation presented to: International Sociological Society (ISA) XIX World Congress of Sociology, Toronto, Canada, 15-21 July 2018.
| Item Type: | Conference or Workshop Item (Invited Presentation) |
|---|---|
| Abstract: | This presentation discusses the results of research aiming to promote children's narratives of personal and family memories in intercultural ed multilingual classrooms, in collaboration with an adult expert in the use of facilitation, to enhance dialogic intercultural learning. The learning activities observed are part of the SHARMED (Shared Memories and Dialogue) project, funded by the Erasmus+ programme of the European Union and coordinated by the University of Modena and Reggio Emilia (Italy) in partnership with University of Suffolk (UK) and University of Jena (Germany). The methodology of SHARMED is centred around Project-Based Workshops (PBWs), applying dialogic teaching to engage children in extended narratives originating from memories elicited by visual materials. As storytellers, migrant-background learners are given a voice, towards their inclusion in the educational context. Dialogic teaching is based on the acknowledgment that children are active participants in constructing social practices (James,Jenks&Prout,1998; Baraldi&Iervese,2014), creating conditions in which all participants can contribute, mutually encouraging each other to participate actively (Mercer&Littleton, 2007). The presentation focuses on children's narrative concerning experiences of migration and inclusion in the English education system, in particular with concern to the interrelation of language adaptation and participation in the education system. The promotion of children’s narratives support a phenomenological description of their life-world. The discussion will develop around the main themes emerging from children's narratives: 1) the ambiguous status of native language vis-a-vis the language of education and peer-relationship; 2) dynamics of marginalisation based on system's expectation of failure, and children's rejection of sch categorisation through active participation in peer-groups, 3) the multicultural classroom as a social space where migrant (and non-migrant) children become agents of cultural hybridization and social. The presentation concludes by asking how far these narrated experiences challenge hegemonic representations of children as inhabiting spaces of marginality in society. |
| Subjects: |
L Education > LB Theory and practice of education > LB1042 Storytelling L Education > LC Special aspects of Education > LC1099 Multicultural education (General) |
| Creators: | Farini, Federico and Scollan, Angela |
| Faculties, Divisions and Institutes: | Faculties > Faculty of Health & Society > Applied Social Studies & Sociology |
| Date: | 15 July 2018 |
| Date Type: | Publication |
| Event Title: | International Sociological Society (ISA) XIX World Congress of Sociology |
| Event Dates: | 15-21 July 2018 |
| Event Location: | Toronto, Canada |
| Event Type: | Conference |
| Language: | English |
| Status: | Published / Disseminated |
| Refereed: | Yes |
| References: | Baraldi, C. (2015). Promotion of Migrant Children's Epistemic Status and Authority in Early School Life. International Journal Of Early Childhood, 47 (1): 5-25 Baraldi, C., Iervese, V. (2014). Observing Children's Capabilities as Agency. In: D. Stoecklin, J.M. Bonvin (eds.). Children's Rights and the Capability Approach. Challenges and Prospects. Dordrecht: Springer, 43-65 Bjerke, H. (2011). It’s the way to do it. Expressions of agency in child-adult relations at home and school. Children & Society, 25(2), 93-103. Farini, F. (2011). Cultures of education in action: Research on the relationship between interaction and cultural presuppositions regarding education in an international educational setting. Journal of Pragmatics, 43: 2176–2186. Farini, F. (2012). Affectivity, Expertise, and Inequality: Three Foundations of Trust in Education. Reflections on Presuppositions, (Unintended) Consequences, and Possible Alternatives,. In: A. Mica, A. Peisert and J.Winczorek (eds.) Sociology and the Unintended. Robert Merton Revisited. Frankfurt a.M.: Peter Lang, 155-167 Heritage, J. 1985. Analysing news interviews: Aspects of the production of talk for an overhearing audience. In T. Van Dijk (ed.), Handbook of Discourse Analysis, Vol. 3. Discourse and Dialogue (pp. 95-117). London: Academic Press Heritage, J., Raymond, G. (2010). Navigating epistemic landscapes: Acquiscence, Agency and Resistance in Responses to Polar Questions. In: de Ruiter, J.P. (ed.), Questions, Cambridge University Press, Cambridge. Holdsworth, R. (2005). Taking Young People Seriously Means Giving Them Serious Things to Do, in J. Mason and T. Fattore (eds.) Children Taken Seriously. In Theory, Policy and Practice. London, Jessica Kingsley Publishers James, A. (2009). ‘Agency’. In J. Qvortrup, G. Valentine, W. Corsaro, & M. S. Honig (Eds.), The Palgrave handbook of Childhood Studies (pp. 34–45). Basingstoke: Palgrave. James, A., Jenks, C. Prout, A.. (1998). Theorizing Childhood. Oxford, Polity Press Kelman, H. (2005). Building trust among enemies: The central challenge for international conflict resolution. International Journal of Intercultural Relations, 29: 639-650. Margutti, P. (2006). “Are you human beings?” Order and knowledge construction through questioning in primary classroom interaction. Linguistic and Education 17, 313-346. Mercer, C., Littleton, K. (2007). Dialogue and development of children’s thinking. London/New York, Routledge Mehan, H. (1979). Learning lessons. Cambridge: Harvard University Press. Raymond, J. & Heritage, J. (2006). The epistemics of social relations: Owning grandchildren. Language in Society, 35, 677-705. Sacks, H. Schegloff, E.A., and G.Jefferson (1974). A simplest systematics for the organization of turn taking for conversation. Language 50 (4), 696–735. Sinclair, J. & Coulthard, M. (1975). Towards an Analysis of Discourse. The English used by Teachers and Pupils. Oxford: Oxford University Press. |
| URI: | http://nectar.northampton.ac.uk/id/eprint/10320 |
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