1,721,143 research outputs found
Claudio Baraldi and Laura Gavioli (eds.). 2012. Coordinating participation in dialogue interpreting
Full text linkReseña del libro: Claudio Baraldi and laura Gavioli (Eds.) 2012.
Coordinating participation in dialogue interpreting. Amsterdam: John Benjamins, 335
PAGES. ISBN 978 90 272 2452 1, E-BOOK ISBN 978 90
272 7307
Pedagogical management 3: conflicts in the classroom
No full textChapter 8 shows that in facilitated classroom interactions, conflicts can arise in two ways, i.e. as narratives and as interactional disputes between children. Moreover, the chapter shows that the rising of conflicts depends on the school context and the ways of facilitating interactions. Finally, the chapter shows how facilitation can include the management of narratives of conflicts and disputes, although facilitation has not the specific function of helping children to manage their conflictive relationships. The examples commented in this chapter show how narratives of conflict and disputes emerging in the classroom can be managed effectively by facilitators and with which limitations. This chapter explores facilitation and how it can include methods of conflict mediation
Roots and Problems of Universalism: The Concept of Children's Agency
No full textThis chapter highlights the conceptual narratives of children and childhood. These conceptual narratives have been enhanced in Western society since the beginning of modernity, and later expanded to the global society. Recently, the conceptual narrative of Sociology of Childhood has proposed a new form of universalism in global society. Starting with a radical critique of adult control, this narrative analyses the meanings of social relations involving children, and point out that children are competent actors of social relations and active agents of change. The concept of agency implies the relationship between children’s actions and social structures. The social structure which conditions children’s agency is explained as a hierarchical, although dynamic, generational order of relations. However, the incresaing interest in children’s participation has generated a quest for effective adult-child relations which may promote children’s agency. This interest has also enhanced efforts to find forms of relations that can also enhance the agency of marginalized children, taking into account the global dimension of society. However, the analysis and enhancement of agency require the recogntion of five presuppositions. First, the actions of adults differ in meaning according to different social structures. Second, although the significance of adult actions depends on the strucure of the social system in which they are produced, only local conditions can promote more or less effective adult-child relations. Third, the actions of adults can enable various forms of children’s action, coordination with and among children, management of decisions. Fourth, the paradoxical dependence of children’s actions on adults’ actions may take two forms: either guided adaptation and socialization, or empowered choices and decision-making. Fifth, empowering children’s choices means enhancing unpredictability, which needs the additional enhancement of children’s management of their own actions.
The challenge is globalizing facilitation of adult-children dialogue, rather than universal narratives of childhood and children, as dialogue is a hybrid social structure that can promote effective local and differentiated conditions of children’s agency. The identification of the structure of dialogue is a result of research that cannot imply that dialogue and agency are the best possible future in which to hope in the global society. The future of children and their relations with society is the consequence of the unpreditctable success of the structures of relations in which children are involved
Pedagogical management 1: children’s initiatives in the classroom
No full textChapter 6 shows what happens when children take unpredictable initiatives, i.e. initiatives that are not directly enhanced by facilitators. It deals with two aspects related to children’s initiatives: the types of initiatives taken by the children during the SHARMED project and the facilitators’ ways of dealing with these initiatives. These two aspects are particularly important since children’s initiatives show their agency better than their other actions. Agency is shown by unpredictable actions and children’s initiatives are unpredictable in themselves. In particular, Chapter 6 focuses on some interesting ways of coordinating children’s initiatives and managing children’s interruption of interactions and narratives. The chapter provides suggestions about facilitation of children’s initiatives
Improving pedagogical work: evaluation
No full textChapter 9 presents the results of evaluation of activities. It includes a summary about the most important forms of facilitation and the results of a final questionnaire and focus groups with children and interviews with teachers. First, the chapter shows that forms of facilitation are plural and based on different combinations of facilitators and children’s actions. These forms of facilitation are adapted to local conditions for what concerns the school system, the composition of the class and the style of facilitation. Second, the chapter highlights the lessons that children and teachers learned from the project. Finally, the chapter includes some suggestions about further development of innovative forms of facilitation, concerning archiving materials, guidelines, and training. Archiving and training are developed in the following chapters
Conclusion: general reflections on SHARMED as innovative pedagogy
No full textThis chapter reflects on the three years project and its contribution to education practice in general and to innovation in educational pedagogy more specifically. This chapter charts a non-linear exploration of findings and conclusions and draws comparisons from the three countries to reflect on the achievement of objectives. This chapter recognises the contribution of participants, teachers and children, in the evaluation and reflection exercise and defines value based on the benefits to children from migrant backgrounds as well as children native to the country, teachers and those who became SHARMED facilitators. This chapter finally reflects on contributions to educational policy and practice and seeks to guide the reader to the potential for replicating SHARMED-like projects in the future
The SHARMED project: the conceptual framework
No full textThis chapter presents the philosophy and conceptual foundations of the Shared Memories and Dialogues project (SHARMED). This two year project was funded by the European Commission (Erasmus +, Key-action 3, innovative education), and was a partnership between University of Modena and Reggio Emilia (Italy), University of Jena (Germany) and University of Suffolk (England). This chapter introduces the six conceptual dimensions that inform and shape the methodology and analytical design of the project. It explores definitions, concepts and constructs that underpin this European project and reveals the primary features and constructions that are subsequently explored in the following chapters. This chapter also introduces the methodological approach employed in this complex European project
Problems of children's involvement in interpreter-mediated meetings between their teachers and their parents
Full text linkThis paper focuses on six interpreter-mediated interactions between teachers, migrant parents, and their children in Italian primary schools, a topic that has not yet been widely examined in the literature on public service interpreting. The analysis draws on audio-recorded interpreter-mediated interactions collected in Italy during a European Horizon 2020 project. The paper shows the barriers that exist in engaging children in these interactions. The difficulties observed are varied and more challenging to overcome than those hindering parental involvement. While Childhood Studies shows that the important enhancement of children’s agency in social contexts needs particular non-hierarchical structures of interaction, in the analysed interpreter-mediated interactions the mutual positioning of teachers, parents and mediators does not allow this enhancement. Thus, the involved children stay silent, they provide minimal responses when addressed, they show feelings of distress, and their few initiatives are not supported by the other participants. The paper shows the reasons for the failure of both teachers’ actions and mediators’ coordination to involve children and support their exercise of agency
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