Affiliation:
1. Università degli Studi di Modena e Reggio Emilia
Abstract
Abstract
This paper presents the analysis of a series of workshops conducted in Italian multicultural classrooms, involving children aged 9–12. The workshops were based on the collection of photos representing the children’s memory and were designed to enhance dialogic facilitation of narratives in the classroom. Starting from the collected photos, a facilitator promoted the interactional production of narratives of memory and identity. The workshops were entirely video-recorded for purposes of analysis. First of all, the paper presents the theoretical background of the analysis, including the concepts of narratives, memory, social use of photography, facilitation of children’s agency, and intercultural communication. Secondly, it includes one example of the analysis conducted on the basis of the transcripts of the video-recorded workshops showing the ways in which narratives of children’s memory have been facilitated during the workshops.
Publisher
John Benjamins Publishing Company
Subject
Literature and Literary Theory,Social Sciences (miscellaneous),History,Education
Cited by
30 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献
1. Review of Hughes & Bartesaghi (2023): Disability in Dialogue;Language and Dialogue;2024-02-09
2. Participation and hybrid integration in primary and secondary schools;Exploring the Narratives and Agency of Children with Migrant Backgrounds within Schools;2023-07-10
3. The conceptual framework;Exploring the Narratives and Agency of Children with Migrant Backgrounds within Schools;2023-07-10
4. Dialogic negotiations of children’s narratives in classroom workshops;Language and Dialogue;2023-07-06
5. Dialogic negotiations of children's narratives in classroom workshops;LANG DIALOGUE;2023