75 research outputs found
CV- versus X-Notation: A Formal Comparison
Proceedings of the Twelfth Annual Meeting of the Berkeley Linguistics
Society (1986), pp. 271-28
Investigating child participation in the everyday talk of a teacher and children in a preparatory year
In early years research, policy and education, a democratic perspective that positions children as participants and citizens is increasingly emphasized. These ideas take seriously listening to childrenâs opinions and respecting childrenâs influence over their everyday affairs. While much political and social investment has been paid to the inclusion of participatory approaches little has been reported on the practical achievement of such an approach in the day to day of early childhood education within school settings. This paper investigates talk and interaction in the everyday activities of a teacher and children in an Australian preparatory class (for children age 4-6 years) to see how ideas of child participation are experienced. We use an interactional analytic approach to demonstrate how participatory methods are employed in practical ways to manage routine interactions. Analysis shows that whilst the teacher seeks the childrenâs opinion and involves them in decision-making, child participation is at times constrained by the context and institutional categories of âteacherâ and âstudentâ that are jointly produced in their talk. The paper highlights tensions that arise for teachers as they balance a pedagogical intent of âteachingâ and the associated institutional expectations, with efforts to engage children in decision-making. Recommendations include adopting a variety of conversational styles when engaging with children; consideration of temporal concerns and the need to acknowledge the culture of the school
âItâs never okay to say no to teachersâ: childrenâs research consent and dissent in conforming schools contexts
This article examines the limits to children giving research consent in everyday school contexts that emphasises their conformity to comply with adult expectations, and highlights childrenâs competence and agency in navigating this conformity through different practices of dissent. It draws on research into childrenâs agency, using a multimodal ethnography of Year 1 classrooms in two English primary schools. The article includes a reflexive methodological focus, exploring the extent to which I counter the schoolsâ emphasis on conformity. This includes creating visuals for children to practice consent; positioning myself as the researcher in a nonâteacher role, as âleast adultâ and the one who âleast knowsâ; and designing interview spaces markedly different from classrooms. The article examines how children navigate conforming discourses by finding different ways to dissent in the research. Firstly, children demonstrate a sophisticated awareness of the cultural norms of indicating refusals beyond saying the word âNoâ. Secondly, children achieve unnoticeablity, by which they absent themselves from the âonâtaskâ classroom culture, and by extension the research process. Thirdly, they engage in playful dissent, demonstrating their political knowingness of the classroom social order. The article discusses the implications for educational research when the values of consent are in conflict with a schooling focused on conformity. This includes emphasising the limits of consent procedures, paying closer attention to how researchers recognise and respond ethically to childrenâs multiple practices of dissent, and using research to disrupt problematic power structures in education settings that limit possibilities for childrenâs consent
Young hands, old books: : Drawings by children in a fourteenth-century manuscript, LJS MS. 361
This article scrutinises three marginal drawings in LJS 361, Kislak Center for Special Collections, Rare Books and Manuscripts, University of Pennsylvania Libraries. It first considers the provenance of the manuscript, questioning how it got into the hands of children. Then, it combines developmental psychology with close examination of the material evidence to develop a list of criteria to attribute the drawings to children. There is consideration of the features that help us estimate the age of the artists, and which indicate that one drawing was a collaborative effort between two children. A potential relationship is identified between the doodles and the subject matter of the text, prompting questions about pre-modern child education and literacy. Finally, the article considers the implications of this finding in both codicology and social history since these marginal illustrations demonstrate that children were active in the material life of medieval books
Accounting for young childrenâs competence in educational research: New perspectives on research ethics
A desigualdade invisĂvel: o papel da classe social na criação dos filhos em famĂlias negras e brancas
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