Children as storytellers. Migrant narratives in primary schools

Conference item

Farini, F. and Scollan, A. 2018. Children as storytellers. Migrant narratives in primary schools. International Sociological Association (ISA) XIX World Congress of Sociology. Toronto, Canada 15 - 21 Jul 2018 International Sociological Association (ISA). pp. 859-859
TitleChildren as storytellers. Migrant narratives in primary schools
AuthorsFarini, F. and Scollan, A.
Abstract

This presentation discusses the results of research aiming to promote children's narratives of personal and family memories in intercultural ed multilingual classrooms, in collaboration with an adult expert in the use of facilitation, to enhance dialogic intercultural learning. The learning activities observed are part of the SHARMED (Shared Memories and Dialogue) project, funded by the Erasmus+ programme of the European Union and coordinated by the University of Modena and Reggio Emilia (Italy) in partnership with University of Suffolk (UK) and University of Jena (Germany).
The methodology of SHARMED is centred around Project-Based Workshops (PBWs), applying dialogic teaching to engage children in extended narratives originating from memories elicited by visual materials. As storytellers, migrant-background learners are given a voice, towards their inclusion in the educational context. Dialogic teaching is based on the acknowledgment that children are active participants in constructing social practices (James,Jenks&Prout,1998; Baraldi&Iervese,2014), creating conditions in which all participants can contribute, mutually encouraging each other to participate actively (Mercer&Littleton, 2007).
The presentation focuses on children's narrative concerning experiences of migration and inclusion in the English education system, in particular with concern to the interrelation of language adaptation and participation in the education system. The promotion of children’s narratives support a phenomenological description of their life-world. The discussion will develop around the main themes emerging from children's narratives: 1) the ambiguous status of native language vis-a-vis the language of education and peer-relationship; 2) dynamics of marginalisation based on system's expectation of failure, and children's rejection of sch categorisation through active participation in peer-groups, 3) the multicultural classroom as a social space where migrant (and non-migrant) children become agents of cultural hybridization and social. The presentation concludes by asking how far these narrated experiences challenge hegemonic representations of children as inhabiting spaces of marginality in society.

ConferenceInternational Sociological Association (ISA) XIX World Congress of Sociology
Page range859-859
ISSN2522-7025
PublisherInternational Sociological Association (ISA)
Publication dates
Print19 Jul 2018
Publication process dates
Deposited25 Jun 2019
Accepted20 Mar 2018
Output statusPublished
Web address (URL)https://isaconf.confex.com/isaconf/f/pnwftsjadmqj
LanguageEnglish
Book titleBook of Abstracts
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Academic and vocational progression routes for early years practitioners working towards 'Early Years Professional Status' (EYPS).
Scollan, A. 2009. Academic and vocational progression routes for early years practitioners working towards 'Early Years Professional Status' (EYPS). Extended Services and Early Years Conference. London Borough of Sutton
'Community of practice'. Practice based research in organisations, communities of practice and stakeholders in educational and other professional settings
Scollan, A. 2013. 'Community of practice'. Practice based research in organisations, communities of practice and stakeholders in educational and other professional settings. Community of Practice Poster Conference. Middlesex University
A reflection to identify and develop professional skills of early years practitioners advocating children's rights within their practice
Scollan, A. 2013. A reflection to identify and develop professional skills of early years practitioners advocating children's rights within their practice. 23rd EECERA Conference: Values, Culture & Contexts. Tallin University, Estonia Aug 2013
Knowledge transfer and continuous professional development - complexities & challenges
Scollan, A. and Allen, S. 2014. Knowledge transfer and continuous professional development - complexities & challenges. Middlesex University Conference 2014. London
Professional training in the early years sector: managing the complexities of policy and practice
Scollan, A. and Allen, S. 2014. Professional training in the early years sector: managing the complexities of policy and practice. International Conference: A Child's World – Next Steps. Aberystwyth University, Aberystwyth, Wales, UK 25 - 27 Jun 2014
Exploring professionals' perceptions of effective provision for two year old children in England
Scollan, A. and Allen, S. 2014. Exploring professionals' perceptions of effective provision for two year old children in England. 24th European Early Childhood Education Research Association (EECERA) Conference - ‘Us, Them & Me: Universal, Targeted or Individuated Early Childhood Programmes'. Crete, Greece
Supporting early years practitioners to manage the complexities of policy change
Allen, S. and Scollan, A. 2013. Supporting early years practitioners to manage the complexities of policy change. University of Chichester Learning and Teaching Conference 2013. Chichester, UK 11 Jun 2013
Investigating the experiences of early years practitioners to manage the complexities of policy change in times of economic recession
Allen, S. and Scollan, A. 2013. Investigating the experiences of early years practitioners to manage the complexities of policy change in times of economic recession. 23rd EECERA Conference: Values, Cultures & Contexts. Tallin University, Estonia 28 - 31 Aug 2013