@inbook{fa5931fe58d84507a965116daba8e1f5,
title = "Observing the paradox: interrogative-negative questions as cues for a monophonic promotion of polyphony in educational practices",
abstract = "Many pedagogical publications (Hengst & Zeiher 2005, Walsh 2011) offer prescriptive resources to empower children{\textquoteright}s voices in educational practices, placing particular emphasis on children{\textquoteright}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{\textquoteright}s skills in managing social contexts, particularly with respect to conflict management. I focus on a specific sequence of actions, “educators{\textquoteright} interrogative-negative questions/children{\textquoteright}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{\textquoteright}s actions and choices to them.",
keywords = "Polyphony, Education, Intertextuality",
author = "Federico Farini",
year = "2012",
month = aug,
day = "1",
doi = "10.1075/ds.15",
language = "English",
isbn = "9789027210326",
series = "Dialogue Studies",
publisher = "John Benjamins Publishing",
number = "15",
pages = "87--100",
editor = "{Lorda }, {Clara Ubaldina } and Zabalbeascoa, {Patrick }",
booktitle = "Spaces of Polyphony",
}