Observing the paradox: interrogative-negative questions as cues for a monophonic promotion of polyphony in educational practices

Research output: Contribution to Book/ReportChapter

Abstract

Many pedagogical publications (Hengst & Zeiher 2005, Walsh 2011) offer prescriptive resources to empower children’s voices in educational practices, placing particular emphasis on children’s self-realization and agency. However, none of them discusses the results of the empirical application of their theoretical prescriptions. In this chapter, I analyze interactions taken from an educational project addressed to empower children’s skills in managing social contexts, particularly with respect to conflict management. I focus on a specific sequence of actions, “educators’ interrogative-negative questions/children’s answers.” This sequence is a contextualization cue working at various discourse levels, including intertextuality, for a specific culture of education. Specifically, it foregrounds the paradox of a monophonic promotion of polyphony where, besides promotional intentions, education selects meanings, criteria and values, binding children’s actions and choices to them.

Original languageEnglish
Title of host publicationSpaces of Polyphony
EditorsClara Ubaldina Lorda , Patrick Zabalbeascoa
Place of PublicationAmsterdam
PublisherJohn Benjamins Publishing
Chapter6
Pages87-100
Number of pages14
ISBN (Electronic)9789027273581
ISBN (Print)9789027210326
DOIs
Publication statusPublished - 1 Aug 2012

Publication series

NameDialogue Studies
PublisherJohn Benjamins
Number15

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Keywords

  • Polyphony
  • Education
  • Intertextuality

Cite this

Farini, F. (2012). Observing the paradox: interrogative-negative questions as cues for a monophonic promotion of polyphony in educational practices. In C. U. Lorda , & P. Zabalbeascoa (Eds.), Spaces of Polyphony (pp. 87-100). (Dialogue Studies; No. 15). John Benjamins Publishing. https://doi.org/10.1075/ds.15