Dialogic negotiations of children’s narratives in classroom workshops

Abstract

Abstract This article investigates how dialogic negotiations contribute to the enhancement of pupils’ epistemic authority. The analysis was based on two interactions collected in a primary school and a higher secondary school in Italy, as part of a European research project promoting dialogue-based activities. The aim of the research was to investigate children’s agency and participation in changing their social and cultural conditions of hybrid integration. Their participation was promoted in different ways to facilitate dialogue, which enhanced dialogic negotiations and narrative interlacement. The analysis demonstrates that, through dialogic negotiations, children and adults shape the meanings of children’s personal stories together and create a network of interlaced narratives. Both these conditions impact on children’s participation in knowledge production and identity construction.