NDLI: Promotion of Migrant Children’s Epistemic Status and Authority in Early School Life

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Promotion of Migrant Children’s Epistemic Status and Authority in Early School Life

Content Provider	Springer Nature Link
Author	Baraldi, Claudio
Copyright Year	2014
Abstract	Migrant children may display problems of participation in school interactions with adults and peers, depending on their difficulties in speaking the host country’s language and understanding its culture. This condition amplifies the general view of children as incompetent in producing and acting knowledge. This paper analyses video-recorded interactions in kindergartens in Reggio Emilia (Italy), involving migrant children, teachers and Italian children. These schools are famous worldwide for their methodology, based on treating children as competent agents. I focus on the participants’ actions constructing conversational sequences and the systems that these interactional sequences construct. The analysis highlights that migrant children are given recognition as competent agents, and that their status and authority is promoted in producing and acting knowledge. Recognition and promotion of migrant children’s agency, status and authority are based on forms of facilitation, coordination and negotiation, enhanced by initiatives taken by teachers and Italian children. These initiatives give particular relevance to: a. migrant children’s personal expressions and display of competent agency, and b. their linguistic and cultural difficulties. Initiatives combining these two aspects promote the social construction of a form of hybrid identity, both personal and cultural, which is constructed and appraised in the interaction.Lorsqu’ils interagissent avec des adultes ou avec des pairs à l’école, les enfants migrants peuvent afficher des problèmes de participation qui dépendent de leur difficulté à parler la langue du pays d’accueil et à comprendre sa culture. Cette condition amplifie la vision générale de ces enfants comme étant incompétents à produire et à mettre le savoir en action. Cette étude analyse des interactions enregistrées sur vidéo dans des écoles maternelles de Reggio Emilia (Italie), impliquant des enfants migrants, des instituteurs et des enfants italiens. Ces écoles sont mondialement reconnues pour leur méthodologie, dont le principe est de traiter les enfants comme des agents compétents. Nous nous centrons sur les actions des participants qui construisent des séquences conversationnelles, ainsi que sur les systèmes que ces séquences interactives contribuent à créer. L’analyse montre que les enfants migrants sont reconnus comme des agents compétents et que leur statut et leur autorité sont encouragés par la production et la mise en action du savoir. La reconnaissance et la promotion de l’agence, du statut et de l’autorité des enfants migrants reposent sur des formes de facilitation, de coordination et de négociation qui sont renforcées par les initiatives des instituteurs et des enfants italiens. Ces initiatives mettent en valeur : a. les expressions personnelles des enfants migrants et la démonstration de leur compétence d’agents; b. leurs difficultés linguistiques et culturelles. Les initiatives qui combinent ces deux aspects favorisent la construction sociale d’une forme d’identité hybride, à la fois personnelle et culturelle, qui est construite et appréciée dans l’interaction.Los niños inmigrantes pueden manifestar problemas de participación en la interacción escolar con adultos y otros niños debido a sus dificultades a la hora de hablar el idioma del país de destino y de comprender su cultura. Dicha condición amplifica la visión general de los niños como incompetentes en producir y poner en acción conocimientos. En el presente trabajo se analizan interacciones entre niños inmigrantes, docentes y niños italianos filmadas en guarderías de la ciudad de Reggio Emilia (Italia). Las guarderías en cuestión son famosas a nivel internacional por su metodología basada en tratar a los niños como agentes competentes. Nos centraremos en las acciones de los participantes que construyen secuencias conversacionales y en los sistemas que dichas secuencias de interacción contribuyen a construir. El análisis evidencia que los niños inmigrantes son reconocidos como agentes competentes y que su autoridad y estatus son promovidos en la producción y puesta en acción de conocimientos. El reconocimiento y la promoción de agencia de los niños inmigrantes, de su estatus y de su autoridad se basa en formas de facilitación, coordinación y negociación, acentuadas por iniciativas tomadas por docentes y niños italianos. Tales iniciativas atribuyen especial relevancia a: a) las expresiones personales de los niños inmigrantes y su manifestación de agencia competente, y b) sus dificultades culturales y lingüísticas. Las iniciativas que combinan estos dos aspectos promueven la construcción social de una forma de identidad híbrida, tanto personal como cultural, que se construye y se valora a través de la interacción.
Starting Page	5
Ending Page	25
Page Count	21
File Format	PDF
ISSN	00207187
Journal	International Journal of Early Childhood
Volume Number	47
Issue Number	1
e-ISSN	18784658
Language	English
Publisher	Springer Netherlands
Publisher Date	2014-08-09
Publisher Place	Dordrecht
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Agency Conversation analysis Epistemic status and authority Hybridism Positioning theory Social systems theory Childhood Education Education (general) International and Comparative Education
Content Type	Text
Resource Type	Article
Subject	Education Developmental and Educational Psychology

Sl.	Authority	Responsibilities	Communication Details
1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
2	Indian Institute of Technology Kharagpur	Host Institute of the Project: The host institute of the project is responsible for providing infrastructure support and hosting the project	https://www.iitkgp.ac.in
3	National Digital Library of India Office, Indian Institute of Technology Kharagpur	The administrative and infrastructural headquarters of the project	Dr. B. Sutradhar bsutra@ndl.gov.in
4	Project PI / Joint PI	Principal Investigator and Joint Principal Investigators of the project	Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon
5	Website/Portal (Helpdesk)	Queries regarding NDLI and its services	support@ndl.gov.in
6	Contents and Copyright Issues	Queries related to content curation and copyright issues	content@ndl.gov.in
7	National Digital Library of India Club (NDLI Club)	Queries related to NDLI Club formation, support, user awareness program, seminar/symposium, collaboration, social media, promotion, and outreach	clubsupport@ndl.gov.in
8	Digital Preservation Centre (DPC)	Assistance with digitizing and archiving copyright-free printed books	dpc@ndl.gov.in
9	IDR Setup or Support	Queries related to establishment and support of Institutional Digital Repository (IDR) and IDR workshops	idr@ndl.gov.in

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