Suchergebnisse

1. Introduction -- 2. The Concept of Agency and the Sociology of Childhood -- 3. Educational Interaction: Tradition and Change -- 4. Facilitation in the Education System -- 5. Researching Agency and Interaction: Methodological Considerations -- 6. Facilitating Organized Manifestations of Agency -- 7. Facilitating Unpredictable Manifestations of Agency -- 8. Facilitating and Mediating Agency Across Cultures and Languages -- 9. Managing Conflicts Related to Children's Agency -- 10. Reducing and Suppressing Exercise of Agency -- 11. Beyond Education? .

This book analyzes children's agency as interactional achievement in formal and informal contexts of education and illuminates how agency can be encouraged and supported in these educational contexts. Taking a sociological approach, the author deals with children as social agents rather than learners and considers structures of interaction which encourage and support agency, rather than teaching. The book draws from field research conducted over more than twenty years in a variety of Italian and international contexts. This book is unique in providing a theoretical reflection on the social structures that can support childrens agency, as well as a large amount of examples which show how these structures and agency work. Claudio Baraldi is Professor of Sociology of Cultural and Communicative Processes in the Department of Studies on Language and Culture at the University of Modena and Reggio Emilia, Italy. His research concerns communication systems, especially intercultural and interlinguistic communication and adult-children interactions in educational contexts. He has co-authored, edited and co-edited eight books for international publishers, and published more than 60 chapters and articles in international volumes and journals.

"Promoting Children's Rights in European Schools explores how facilitators, teachers and educators can adopt and use a dialogic methodology to solicit children s active participation in classroom communication. The book draws on a research project, funded by the European Commission (Erasmus +, Key-action 3, innovative education), coordinated by the University of Modena and Reggio Emilia, Italy, with the partnership of the University of Suffolk, UK, and the University of Jena, Germany. The author team bring together the analysis of activities in 48 classes involving at least 1000 children across England, Germany and Italy. These activities have been analysed in relation to the sociocultural context of the involved schools and children, a facilitative methodology and the use of visual materials in the classroom, and engaging children in active participation and the production of their own narratives. Each chapter looks at reflection on practice, outcomes, and reaction to facilitation of both teachers and children, drawing out the complex comparative lessons within and between classrooms across the three countries."--

This book explores the meanings of educational interactions which aim to promote peace and positive relationships. This analysis is based on theories of communication and active participation in education systems, in particular in intercultural settings. The book investigates the cultural presuppositions of dialogues which can empower participants' expressions in interactions through the management of discussions and conflicts. These presuppositions are observed in the use of language in participants' narratives and interactions. The book draws on the fine-grained analysis of a large corpus of.

AbstractThis paper is based on a Horizon 2020 research project on the enhancement of migrant children's ability to contribute to the change of their conditions of integration in the education system in seven countries (Children Hybrid Integration: Learning Dialogue as a way of Upgrading Policies of Participation, CHILD‐UP; GA 822400). The paper draws on data collected in vocational schools, with adolescents aged 14–16, in Italy. It draws on transcribed interactions to analyse activities in school classrooms in which facilitators support migrant adolescent's agency in producing narratives of their personal cultural trajectories. The paper shows how facilitators and adolescents share the rights of telling the narratives, the gender differences that become visible in the adolescents' narratives, and the ways in which facilitation supports the hybrid integration of migrant adolescents.

This paper introduces CHILD-UP (Children Hybrid Integration: Learning Dialogue as a way of Upgrading Policies of Participation), a Horizon 2020 project (Grant Agreement No 822400) which started in January 2019. CHILD-UP deals with the integration of children with migrant background in seven European countries. The project is based on the concepts of migrant children's agency and hybrid identities in relation to the education system. CHILD-UP project recognises migrant children's agency as children's active participation enhanced through the availability of choices of action, which subsequently enhance alternative actions, and therefore change in the interaction. Education can improve the potential of migrant children's agency in order to change the social conditions of their lives. The concept of agency works in conjunction with non-essentialist theories of culture, denying the existence of permanent membership of cultural groups and conceiving cultural identity as hybrid, i.e. as a contingent product of social negotiation in both public discourse and interaction. In this anti-essentialist perspective, education is the setting for sharing personal cultural trajectories. CHILD-UP analyses the types of intervention that can improve the potential of agency and enhance the hybrid identities of migrant children.