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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 language | English |
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Title of host publication | Spaces of Polyphony |
Editors | Clara Ubaldina Lorda , Patrick Zabalbeascoa |
Place of Publication | Amsterdam |
Publisher | John Benjamins Publishing |
Chapter | 6 |
Pages | 87-100 |
Number of pages | 14 |
ISBN (Electronic) | 9789027273581 |
ISBN (Print) | 9789027210326 |
DOIs | |
Publication status | Published - 1 Aug 2012 |
Publication series
Name | Dialogue Studies |
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Publisher | John Benjamins |
Number | 15 |
Keywords
- Polyphony
- Education
- Intertextuality
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Dive into the research topics of 'Observing the paradox: interrogative-negative questions as cues for a monophonic promotion of polyphony in educational practices'. Together they form a unique fingerprint.Activities
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Help to fill the gap or promotion of agency? What makes a good educational experience for migrant children? Theoretical foundations of an alternative view, with some suggestions from research.
Farini, F. (Author)
10 Nov 2021Activity: Academic Talks or Presentations › Invited talk › Research
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