This is my truth, tell me yours.: Positioning children as authors of knowledge through facilitation of narratives in dialogic interactions

Federico  Farini; Claudio Baraldi; Angela Scollan

doi:10.1080/25783858.2023.2177185

This is my truth, tell me yours. Positioning children as authors of knowledge through facilitation of narratives in dialogic interactions

Federico Farini
, Claudio Baraldi
, Angela Scollan

Research output: Contribution to Journal › Article › peer-review

Abstract

The article discusses data from educational workshops in English and Italian classrooms, in the context of an research project funded by the European Union. The research promoted children’s work on personal memories and the dialogical exchange in the classroom of narratives related to memories. Facilitation was utilised to foster children’s contributions to interactions, empowering children epistemic status as authors of valid knowledge to create favourable conditions for dialogue in the classroom. The article discusses a facilitative action that impacted on the promotion of children’s narratives: facilitators’ comments on narratives. Facilitators’ comments take form as: 1) personal stories; 2) displacements. Both types of comments proved particularly effective in supporting children’s agency as authorship of narratives during workshops as a component of dialogic learning.

Original language	English
Pages (from-to)	4-26
Number of pages	23
Journal	Practice
Volume	5
Issue number	1
Early online date	1 Mar 2023
DOIs	https://doi.org/10.1080/25783858.2023.2177185
Publication status	Published - 1 Mar 2023

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education
SDG 10 Reduced Inequalities

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10.1080/25783858.2023.2177185Licence: CC BY-NC-ND

Farini_etal_Practice_2023_This_is_my_truth_tell_me_yours_Positioning_children_as_authors_of_knowledgeFinal published version, 721 KBLicence: CC BY-NC-ND

5 Invited talk
3 Conference Presentation
2 Oral presentation

Observing competence?
Farini, F. (Author)
14 Feb 2025
Activity: Academic Talks or Presentations › Invited talk › Research

File
How might we work with Identities and Communities through Qualitative Approaches to Research?
Farini, F. (Speaker), Dann, C. (Author), Ward, L. (Speaker) & Prokopiou, E. (Speaker)
25 Jun 2024
Activity: Academic Talks or Presentations › Conference Presentation › Research

File
Current Research
Farini, F. (Author)
16 Jun 2023
Activity: Academic Talks or Presentations › Invited talk › Research

File
In and out the digital worlds. Hybrid-transition as a conceptual tool to explore new forms of children’s agency
Farini, F. (Author) & Scollan, A. (Author)
27 Jun 2023
Activity: Academic Talks or Presentations › Conference Presentation › Research

File

EU-SHARMED, Transcripts of Classroom Interactions
Farini, F. (Creator), University of Northampton, Mar 2022
DOI: 10.24339/0460fe8b-3c94-42d9-9536-c31d62ac8911
Dataset

File
EU-SHARMED, Transcripts of Classroom Interactions, Italian Schools
Farini, F. (Creator), Baraldi, C. (Creator), Ballestri, C. (Creator) & Vincenzi, M. (Creator), University of Northampton, 7 Feb 2023
DOI: 10.24339/121ae88e-6ce7-4e4c-80b7-e8970627c1c4
Dataset

File

Cite this

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title = "This is my truth, tell me yours.: Positioning children as authors of knowledge through facilitation of narratives in dialogic interactions",

abstract = "The article discusses data from educational workshops in English and Italian classrooms, in the context of an research project funded by the European Union. The research promoted children{\textquoteright}s work on personal memories and the dialogical exchange in the classroom of narratives related to memories. Facilitation was utilised to foster children{\textquoteright}s contributions to interactions, empowering children epistemic status as authors of valid knowledge to create favourable conditions for dialogue in the classroom. The article discusses a facilitative action that impacted on the promotion of children{\textquoteright}s narratives: facilitators{\textquoteright} comments on narratives. Facilitators{\textquoteright} comments take form as: 1) personal stories; 2) displacements. Both types of comments proved particularly effective in supporting children{\textquoteright}s agency as authorship of narratives during workshops as a component of dialogic learning. ",

author = "Federico Farini and Claudio Baraldi and Angela Scollan",

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This is my truth, tell me yours. Positioning children as authors of knowledge through facilitation of narratives in dialogic interactions

Abstract

UN SDGs

Access to Document

Fingerprint

Activities

Observing competence?

How might we work with Identities and Communities through Qualitative Approaches to Research?

Current Research

In and out the digital worlds. Hybrid-transition as a conceptual tool to explore new forms of children’s agency

Datasets

EU-SHARMED, Transcripts of Classroom Interactions

EU-SHARMED, Transcripts of Classroom Interactions, Italian Schools

Cite this