Learning Culture and Social Interaction最新文献

The study examines how LatinX children can strengthen their identities through authentic school-community collaborative partnerships by building on cultural and familial capital. A critical ethnography (Palmer & Caldas, 2015) was employed to explore the effects of utilizing a community artist to impart ancestral knowledge- abuelita epistemologies to students at a K-5 elementary school. Data were collected via interviews, students' critical reflections, and drawings revealed how culturally relevant and sustaining pedagogies contributed to students' understanding of the many levels of culture in relation to their own identity. Through the use of cultural sensitivity, cafecitos and convivos were incorporated as data collection sites. The findings further emphasize the importance of drawing upon subaltern knowledge, such as local community members, to challenge the traditional K-12 curriculum for LatinX students.

In this article, we present a case of teaching argumentation with a dialogic stance to explore how such teaching shapes what counts of argumentation and engages students in a sophisticated and nuanced understanding of argumentation. Adopting a microethnographic approach to discourse analysis, we closely examine the interactions in one argumentation lesson in a high school English class. The findings demonstrate that the teacher's enacted dialogic stance facilitates the construction of argumentation components as organically related and foregrounds argument as inherently connected to and among arguers. This study holds the potential to expand the landscape of the field of argumentation education.

Although employed in various emergency contexts globally (e.g., wildfires, earthquakes, hurricanes, snow days, epidemics, military conflict), emergency remote teaching (ERT) continues to be an under-researched mode, or type, of instruction. Through a mixed-methods design, involving a teacher questionnaire and follow-up interviews, this study sought to develop a more in-depth understanding of ERT by examining how it manifested itself during the COVID-19 school closures. The investigation focused specifically on the aspect of the pedagogical process that was probably most saliently affected by the sudden shift from in-person to remote teaching, namely, teacher-student communication. It identified some of the emergency communication practices observed during ERT and, using Grice's Cooperative Principle, explored their effectiveness and possible implications for student learning. More importantly, it illuminated the distinctive nature of communication in ERT settings, exposing the “communication norm vacuum” in which teachers and students had to operate when teaching moved online. As argued in the paper, the novelty of the communication context and teachers' and students' inability to draw upon well-established communication routines to navigate it, compromised communication and may be responsible for some of the learning loss observed during school closures.

For groupwork to support learning it requires that students establish mutual knowledge, which is information that becomes shared among all group members. In this study, we analyzed the verbal interactions of two groups of high school students working on a color vision activity. Students within a group each wore different color-filtering goggles, and compared their individual perceptions to identify various colors they viewed together. Because the color-filtering goggles gave each student different information related to the task, sharing knowledge was necessary for successful color recognition. Our analysis was guided by the questions, how did students establish mutual knowledge through their talk? And, what types of knowledge were shared through these processes? We found that students were more inclined to explain—including providing warrants for their claims—when they used discussion moves such as asking each other questions, reacting to each other's statements, and incorporating multiple perspectives. Practical interventions designed to teach students to work productively in groups should attend to expectations around the content of students' talk in addition to the range of talk moves that students can use to contribute to a discussion.

There is a large literature on the types of classroom dialogue that are theorised to be productive for learning; however, there is very little evidence for whether these forms of dialogue are more common, applicable or impactful in certain subjects. This mixed-methods study explored how dialogue unfolds in different curriculum contexts. Classroom dialogue was examined through naturalistic observations of English, mathematics and science lessons involving children aged 10–11 in primary schools in England. The Cambridge Dialogue Analysis Scheme (Vrikki, Wheatley, Howe, Hennessy, & Mercer, 2019) was used to investigate the frequency of key dialogue features in 72 lessons. Statistical analysis identified that reasoned dialogue is more frequent in mathematics and both English and mathematics have a proclivity towards more elaborated dialogue (clarifying/building on ideas) in comparison to science. Furthermore, relationships between student attainment and subject dialogues were examined in 63 lessons through multi-level modelling, revealing that elaboration of own and others' ideas (in conjunction with reference to the wider context) in English was associated with student attainment in reading and spelling, punctuation and grammar. No other significant associations between subject dialogues and student attainment emerged. The findings have highlighted that teacher professional development on dialogue should be sensitive to the disciplinary context.

This paper discusses the efforts of teachers at a progressive U.S. middle school to socially engineer the ontology of a group of 7th and 8th grade girls to become more inclusive in their relationships with their peers. I argue that this effort was authoritative and that the teacher-promoted civility discourse usurped students' genuine dialogic investigation of the realities faced in their relationships with each other. In response to these social engineering efforts, I discuss the need for ontological, eventful dialogue as characterised by Bakhtin's (1999) notion of internally persuasive discourse to sensitively and meaningfully address interpersonal conflict and social exclusion.

This paper analysed the situated nature of dialogic interactions by comparing primary-school children's communicative patterns when solving two divergent literacy tasks versus a convergent logical-reasoning task. Peer interactions were analysed using a compact version of the CAM-UNAM Scheme for Educational Dialogue Analysis (SEDA), which qualifies dialogic interactions. Compact-SEDA allowed systematic, fine-grained analyses of children's conversations when addressing each task. We related children's communicative patterns to dialogic interaction styles previously identified as productive for learning, namely ‘co-constructive’ and ‘exploratory’. Results showed that children subtly adapted their discussions to the knowledge domain and nature of the task. For the divergent tasks, children created meaning jointly by elaborating, chaining, and gradually transforming their own and each other's ideas, negotiating perspectives and seeking agreements. This pattern reflects a ‘co-constructive’ interaction style. In contrast, for the convergent task, children reasoned together, positioned themselves in the dialogue by agreeing or disagreeing with each other's ideas, and supported their positions by making their reasoning explicit through arguments and counter-arguments. This pattern reflects an ‘exploratory’ interaction style. Results confirm and expand findings from previous studies on peer communication patterns associated with the nature of the task, using more comprehensive, refined and objective analytical tools than previously employed.

This paper examines forms of interpersonal touch (e.g., control, protect) in guided walking outdoors with children in (sub)urban outdoor settings. Based on data from naturally occurring interaction in two Japanese preschools, the analysis details the organization of walking activities and the ways interpersonal touch and other resources were used by teachers and children in orienting towards safety and interpersonal concerns. It shows how teachers deploy their hands, arms, and entire bodies as a “shield” in controlling children's actions, displaying affect, and protecting them from harm. It also shows how children orient to interpersonal touch with peers in ways that can align with or vary from teachers' concerns. The concluding section considers what is being socialized through interpersonal touch in guided walking.

In peer interactions within educational settings, students touch each other to display affection, to build a sense of togetherness and to manage each other's participation. On the other hand, embodied acts between students can also be physically forceful, embarrassing, or feel uncomfortable. While certain touch types such as caressing, stroking and tapping are typically associated with displays of affection, all touches are situated, and participants locally negotiate their meanings, functions, and appropriateness. In this article, we examine how boundaries of acceptable touch and rights to touch others are locally negotiated in the classrooms. We analyze three episodes in which the touch-recipient or a bystanding teacher rejected an affectionate student-to-student touch, and the rejection included a verbal description that portrayed the touch as a violation, thus assigning a moral meaning to the tactile act. The data for the study consists of video-recorded classroom interaction, and multimodal conversation analysis is used as the method for analyzing the data. Our analysis shows that in these episodes, two kinds of moral orders were invoked: a more universal one that demands respect for a person's bodily integrity and an institutional one that demands students to maintain an orderly classroom by refraining from disturbing the other's engagement in pedagogical activities.

Learning is fundamentally based on the participants' mutual attention, and this attention is accomplished through bodily alignment and observable displays of engagement. Various forms of disengagement are common in educational settings, especially in inclusive classrooms. Drawing on multimodal interaction analysis, the present study explores the role of interpersonal touch as a crucial component of adults' multimodal attempts to re-involve a boy with Asperger's syndrome in instructional activities, focusing on situations associated with frustration and distress. Based on video recordings of instructional activities, the analytical focus is on (i) how the autistic child, through verbal and bodily means, signals the state of his engagement, (ii) how adults use touch together with other resources to re-involve the child, and (iii) how the child responds to touch. By showing how touch is adapted to the child's haptic preferences and used to (re)establish readiness to engage in instructional activities after moments of distress, the study outlines some of the embodied practices relevant to socialising students with ASD into morally accountable ways of participating in everyday learning situations. By observing the child's responses to touch, the study documents not only autistic children's active role in socialisation, but also their competence in accounting for their behaviour.