1,720,971 research outputs found
“You should have done it earlier” : The morality of time management in parent-child homework interactions
No full textIn recent years, research on family life has stressed that time management
strategies constitute a survival skill for fast-paced, modern families.
Despite its crucial importance, however, time management is still
little explored as an interactive accomplishment of family members and
a socializing experience. Adopting a Conversation Analysis informed
approach, this article analyzes video-recorded parent-child interactions
about time management during homework. The analysis illustrates that
parents put homework first in the temporal sequence of children’s routines,
constituting it as an activity that should be carried out early in
the afternoon, before any other enterprise, and with no interruption.
In the conclusion, we argue that parent-child conversations about time
management and priorities constitute a locus where moral stances and
cultural beliefs are displayed. By taking part in such ordinary interactions,
children are socialized not only to the importance of homework
as emerging from its temporal collocation, but also to the cultural value
of time and morally appropriate ways of using it
More than learning : parent-assisted homework as an arena for moral education
Get PDFPedagogical research has long and extensively investigated homework as a parent-involvement activity characterized by ‘teacher-like’ educational practices aimed at fostering children’s subject-related knowledge and academic success. However, little is known about the educational relevance of this activity beyond formal learning and academic-related instruction. Drawing on video-recorded parent-child homework sessions, this conversation analysis-informed study illustrates that homework is a vehicle of knowledge far beyond the academic subject-matters. In subtle yet pervasive ways, homework provides parents and children with moments of ‘ethical reflexivity’, occasions to evoke and educate each other into moral ideologies concerning a variety of topics such as virtue, autonomy, the existence of social roles and related duties, rights, and responsibilities. Illustrating how moral talk is afforded by contingent, homework-related interactions, this article promotes parents’ awareness of the moral and educational relevance of the often unnoticed and deemed-as-irrelevant conversations that sprinkle ordinary family life
Pedagogia della vita quotidiana in famiglia: l’inattesa rilevanza educativa delle interazioni ordinarie tra genitori e figli
Get PDFInserendosi in un ambito scarsamente esplorato della ricerca pedagogica sulla famiglia, il presente contributo rivolge un’inedita attenzione alle conversazioni ordinarie e apparentemente banali che coinvolgono genitori e figli nella quotidianità della routine familiare. Adottando un ap-proccio fenomenologico allo studio degli eventi educativi e applicando lo strumento teorico-metodologico dell’analisi della conversazione a un corpus di videoregistrazioni di sessioni di compiti a casa e cene in famiglia, questo studio porta alla luce la “densità educativa implicita” delle interazioni familiari quotidiane. Osservare le interazioni in famiglia come occasioni di ap-prendimento consente di illuminare il lavoro educativo realizzato dai genitori nello svolgersi della vita quotidiana, aprendo nuovi spazi di intervento pedagogico e promuovendo riflessività ed empowerment genitoriale.Contributing to an underexplored line of inquiry in pedagogical research on family life, the present study investigates the mundane and apparently banal conversations that involve parents and children in ordinary family routines. Adopting a phenomenological perspective to the study of educational events and relying on the theoretical-methodological instrument of conversation analysis, the study reveals the “implicit educational density” of ordinary family interactions. Observing family interac-tions as occasions for learning allows to shed light on the educational work carried out by parents in the unfolding of family everyday life, thus opening new areas of pedagogical intervention and pro-moting parental reflexivity and empowerment
Pedagogia della vita quotidiana: Educazione al valore morale del tempo nelle conversazioni tra genitori e figli durante i compiti a casa.
No full text‘I see you have an injury there’: Physician’s communicative practices fostering unaccompanied minors’ interactional agency in the history-taking phase of the medical visit
Get PDFThe presence of unaccompanied minors (hereafter UAM) in the Italian welfare and
healthcare system represents an underexplored phenomenon despite its strong pedagogical implications.
In this article, we report findings from an exploratory case study on medical visits involving an Italian
physician, three UAM with low communicative competence in the language of the visit, and two
professional educators in charge of them. We adopt a Conversation Analysis informed approach to
illustrate the physician’s communicative practices fostering UAM’s interactional agency, in the history
taking phase of the medical visit. We single out and analyze two interactional practices, “Making the
patient speak with a few words” and “Making the body speak”, and the resources deployed by the
physician to implement them (i.e. the use of yes/no questions, deixis, and pointing). In the conclusions,
we advance that our findings are relevant for a pedagogically oriented approach to medical education: the
communicative practices illustrated in this study can be adopted by the professionals involved in taking
care of UAM in order to maximize their active participation in the medical interaction
Making unquestionable worlds. Morality building practices in family dinner dialogues
No full textDrawing on extant studies and research on language socialization and dinner talk, this chapter focuses on ordinary family interactions as socializing experiences and – at the same time – as culture-building activities. Adopting a conversation analytic approach, examples of video-recorded family dinner interactions are discussed to illustrate how cultural ideas and moral horizons are – at the same time – presupposed and (re)constructed in the micro-order of everyday family life. Specifically, the analysis shows how parents talk into being the cultural certainty that food is a “good that must be preserved” by treating it as an “ought to be shared” resource or as a valuable good per se. We contend that, by taking part in such ordinary dialogues, children are socialized to these cultural beliefs as if they were taken for granted, obvious and uncontestable facts of life. At the same time, it is through such unplanned dialogues that members enact the silent and almost invisible process through which individuals create – day by day – their cultural world as a quasi-natural one.
Keywords: conversation analysis; socio-cultural perspective; language socialization; family dinner interaction; practices of control; mundane
morality; food as a common good; food and water as intrinsically valuable good
An embodied approach to inclusion and education : examples from school, healthcare, and sport
Get PDFIn questo articolo, gli strumenti analitici dell’etnografia e dell’Analisi della Conversazione vengono utilizzati per studiare i processi di inclusione e educazione in tre diversi contesti: il contesto scolastico, sanitario, e sportivo. L’articolo propone un approccio embodied e situato che considera inclusione e educazione come processi collaborativi e profondamente interrelati che si realizzano in interazione. A partire dall’analisi dettagliata di interazioni videoregistrate, l’articolo illustra come, nei tre contesti oggetto di indagine, i partecipanti in interazione utilizzano e coordinano risorse verbali, corporee, e materiali al fine di favorire la partecipazione dei soggetti che hanno una competenza linguistica limitata nella lingua dell’interazione (i.e., italiano) o sono portatori di forme di disabilità (i.e., disabilità visiva). Ricostruendo le pratiche endogene attraverso le quali i partecipanti realizzano inclusione e processi educativi in tre contesti cruciali della vita sociale quali la scuola, il contesto sanitario, e lo sport, l’articolo suggerisce che l’approccio micro-etnografico e dell’Analisi della Conversazione può favorire una comprensione approfondita delle dinamiche di inclusione e educazione nella nostra società.In this article, the analytical instruments of ethnography and Conversation Analysis are used to investigate social inclusion and education in three different domains: school, healthcare, and sport. The article proposes an embodied and situated approach that sees inclusion and education as co-accomplished, deeply interrelated processes taking place in interaction. Drawing on careful analysis of selected audio-video material, the article illustrates how, in the three settings under investigation, verbal, embodied, and material resources are assembled and coordinated to enable participants with limited linguistic skills in the language of the interaction (i.e., Italian) or impairment (i.e., visual impairment) to act meaningfully and competently in concert with others. By reconstructing the endogenous practices through which participants achieve inclusion and educate each other in three crucial domains of social life such as schooling, healthcare, and sports, the article suggests that the micro-ethnographic conversation-analytical approach enables a better understanding of the dynamics of inclusion and education in our society
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
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