1,721,020 research outputs found
Il canone fenomenologico e lo studio del mondo sociale
No full textSi tratta di un'ampia introduzione al volume - curato da entrambi gli autori - relativa all'incidenza del pensiero fenomenologico nelle scienze storico-sociali contemporanee con un focus sulle sue principali diramazioni e declinazioni: il cosiddetto costruttivismo di matrice nordamericana e il cosiddetto essenzialismo continentale. Ampio spazio è accordato alla dimensione dilemmatica del canone fenomenologico, alle nozioni che ne fondano l'architettura fondamentale, ai lasciti sul piano teoretico, etico ed epistemologico
Language, interaction, and culture at school. An overview
No full textThe chapter provides an overview of selected studies that, from the mid-twentieth century, have variously dealt with classroom language, interaction and culture. Moving from the recognition that schools represent (at least in western societies) a major site for children’s socialization into the adult world, several ethnographic accounts of how this process concretely take place in and through everyday classroom practices are presented and discussed. As the chapter illustrates, the focus on situated language use allows to appreciate how school is a lieu where the micro-macro dialectic emerges with particular evidence. Specifically, the chapter reports research dealing with (a) classroom’s typical interactional structures,
(b) teachers’ and pupils’ communicative practices, and (c) the interactional competence needed to appropriately participate in classroom everyday activities. An appraisal of the challenges that this multifaceted research field is facing in contemporary societies concludes the article
L'osservazione etnografica nella ricerca educativa
No full textL’osservazione etnografica - il cui canone è stato stabilito all’inizio del secolo dal lavoro sul campo di antropologi come Bronislaw Malinoski - è interessata ad eventi (comportamenti, azioni, pratiche di lavoro, interazioni discorsive situate, uso dello spazio e degli artefatti) cosiddetti “naturali”, dove l’aggettivo naturale indica semplicemente il fatto che gli eventi osservati non sono prodotti ad hoc dal ricercatore (come avviene nella ricerca sperimentale) né intenzionalmente variati come nella ricerca quasi-sperimentale e neanche sollecitati dal ricercatore come avviene con i metodi dichiarativi : essi fanno parte del “mondo-della-vita” dei partecipanti. Non abbiamo spazio qui per riflettere sul cosiddetto “paradosso dell’osservatore”, sulla connessa questione della riflessività della ricerca dunque sui limiti entro i quali la nozione di “naturalità” va intesa (cfr. Caronia, 2018b). In estrema sintesi, diciamo che la ricerca etnografica assume che, malgrado l’inevitabile reattività alla presenza del ricercatore, gli eventi e i comportamenti osservati siano parte del repertorio culturale dei partecipanti (Duranti, 2000; Caronia 2015). L’osservazione etnografica parte dal presupposto che la conoscenza e la comprensione di tale repertorio siano il prodotto di un duplice processo gnoseologico: “ rendere familiare ciò che ci è estraneo e rendere estraneo ciò che ci è familiare” fornendo una solida base empirica alle interpretazioni avanzate dal ricercatore rispetto a ciò che osserva sul campo. Questa duplice “tecnica della mente” è al lavoro – e deve esserlo – anche quando il ricercatore è impegnato in una ricerca in contesti noti e linguisticamente omogenei (Caronia, 2018b)
Se "il linguaggio non è mai neutro" : i valori inscritti nelle pratiche al tempo dell'accountability in educazione
No full textDespite decades of epistemological warnings on the social construction of science, science is still invoked to justify policies as if good, justifiable governance should be a value-free, non-discretional corollary of scientific knowledge. The article reflects on the risks implied in the “de-moralization” of educational decision-making. In particular, it focuses on the consequences of ignoring the unnoticed but operating value-ladeness of everyday language practices.
Malgrado decadi di riflessione epistemologica, la scienza è ancora e sempre invocata quale presidio di certezze che giustificano la decisione educativa, come se la buona decisione dovesse essere un corollario pragmatico e non discrezionale dell’enunciato scientifico. L’articolo riflette sui rischi implicati nella de-moralizzazione della decisione educativa. In particolare focalizza le ragioni e le conseguenze dell’ignorare l’inovviabile valorialità inscritta nel linguaggio educativo.
Part I. Dialogues at home
No full textAs illustrated in the introductory essay of this volume, the last two decades of the 20th century studies on children’ development and socialization have been characterized by a radical interactionist turn. Paralleling and in part anticipating the pragmatic and dialogic turn in linguistics (see Weigand 2018 for an overview), a whole stream of studies on children’s development and socialization has been focusing on family language-mediated everyday activities as an arena for the iteration and transmission, yet also negotiation and change of cultural beliefs systems and cultural models of thinking and acting. This preface to the section of the volume dedicated to dialogues at home provides the state of art of research in this domain and introduces the chapters in the section
Dialogues at school
No full textThe chapters in this section deal with dialogues occurring at school, i.e. the other main context of children’s socialization, at least within northwestern societies (Figueroa and Baquedano-Lòpez 2017). In most countries, in fact, children face a major developmental task – the separation from their primary caregivers – from their first months of life when they are introduced to the nursery school. In this institutional context, they learn to cope with a different culture and social organi- zation through the “dialogues” they engage or are involved in with the members of this social community: professionals and other children (Howard and Burdelski 2020; Baquedano-Lòpez and Kattan 2008; Wilkinson 1982; Goodwin and Kyrayzis 2007). Since then and often until high school, the cognitive, social, cultural, and moral development of the new generations is (also) the outcome of their academic life (Heath 1983; Rampton 2006; Bourdieu and Passeron 1977). The Preface of the section dialogues at scholl is aimed at presenting the chapters that constitute i
Se l’esistenza precede l’essenza: la naturalizzazione dell’ideologia nelle pratiche di ricerca
No full textAll’interno di un orizzonte già delineato da Husserl negli anni ’30, nel solco della pedagogia fenomenologica e in linea con la sua vocazione antidogmatica, questo saggio illustra quanto il radicamento delle scienze nel mondo della vita sia tanto tipico delle scienze sociali applicate quanto – in genere – non tematizzato. In particolare, sosterrò la tesi che tale radicamento e soprattutto la sua invisibilizzazione pongano un serio problema per la ricerca in scienze dell’educazione: la naturalizzazione (e dunque la normalizzazione) di quegli stessi “ordini morali” da cui la ricerca empirica dipende. Per illustrare questo fenomeno, analizzerò una delle più ovvie procedure di qualsivoglia ricerca: l’uso delle parole come strumento per rilevare i dati, designare i risultati e divulgare quella peculiare visione del mondo che siamo soliti chiamare “conoscenza scientifica”
The evidence-based cargo-cult and the de-moralization of (educational) decision-making : a critical reflection = Il “culto del cargo” delle evidence-based practices e la de-moralizzazione della decisione (educativa)
Full text linkAfter decades of epistemological warnings on the social construction of science, we are witnessing a (renewed) paradigmatic consensus on empiri-cism in (social) sciences and shared trust in evidence-based practices and decision-making. As recent debates on the adoption of pandemic-related norms illustrate, science is invoked to justify policies as if good, justifiable governance should be a value-free, non-discretional corollary of scientific knowledge. Drawing on the recent debate on evidence and normative au-thority in social sciences, this paper brings the focus back to the poetics and politics of scientific knowledge and shows how it needs to hide its quota of arbitrariness to work as a solid base for justifiable decisions and sustain policy makers’ de-moralization of their own decision-making.
Language, culture and social interaction : an introduction
Full text linkIn the 20th century, a theoretical insight surfaced and gradually prevailed as
an agreed upon framework to (re)thinking children’s socialization and socio- cognitive development: language and interaction are the main tools through which cultures, social organization, moral orders as well as individuals’ identities are constituted on everyday bases. Philosophical arguments, anthropological systematic observations, psycho- and socio-linguistic empirical studies and some strands in developmental psychology converged toward a dialogical turn and set the premises for studying the constitutive role of language and social interaction in children becoming culturally competent members of their communities. This introductory essay reconstructs the landscape of theories and research that paved the way for contemporary sensitivity to children’s socio-cultural and cognitive development as a complex, multifaceted and radically dialogical phenomenon
The agency of language in institutional talk: An introduction
No full textThis article, introducing the special issue, focuses on the “agency of language”
as the backbone of any dialogic view of language and the core
dimension of institutional talk. In the first decades of the 20th century, two
ideas – that would shake any simplistic view of language – surfaced: language
meaning relies on use and language is a tool to perform activities.
Like an underground river, these ideas resurfaced in the second half of the
century and nourished the interactional and pragmatic views of language
that inform contemporary approaches to the study of the relationship
between language, interaction, and culture. This paper is aimed at outlining
the roots of the notion of “agency of language”, i.e. the phenomenological
emphasis on the social actors’ agency in constituting their Life-World, and
its development as a foundational concept in language and social interaction
studies. Focusing on the core topic of this special issue – dialogue in institutional
settings – it particularly illustrates how crucial it is to reflect on the
ways cultures, social orders, and moral horizons are talked-into-being and
shaped through the activities performed in institutional talk. It also presents
the articles in this Special Issue that address this topic from different disciplinary
perspectives as well as methodological approaches
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