This is my truth, tell me yours. Positioning children as authors of knowledge through facilitation of narratives in dialogic interactions

Article

Farini, F., Baraldi, C. and Scollan, A. 2023. This is my truth, tell me yours. Positioning children as authors of knowledge through facilitation of narratives in dialogic interactions. Practice: Contemporary Issues in Practitioner Education. 5 (1), pp. 4-26. https://doi.org/10.1080/25783858.2023.2177185
TypeArticle
TitleThis is my truth, tell me yours. Positioning children as authors of knowledge through facilitation of narratives in dialogic interactions
AuthorsFarini, F., Baraldi, C. and Scollan, A.
Abstract

The article discusses data from educational workshops in English and Italian classrooms, in the context of an research project funded by the European Union. The research promoted children’s work on personal memories and the dialogical exchange in the classroom of narratives related to memories. Facilitation was utilised to foster children’s contributions to interactions, empowering children epistemic status as authors of valid knowledge to create favourable conditions for dialogue in the classroom. The article discusses a facilitative action that impacted on the promotion of children’s narratives: facilitators’ comments on narratives. Facilitators’ comments take form as: 1) personal stories; 2) displacements. Both types of comments proved particularly effective in supporting children’s agency as authorship of narratives during workshops as a component of dialogic learning.

Sustainable Development Goals4 Quality education
Middlesex University ThemeCreativity, Culture & Enterprise
PublisherTaylor and Francis
JournalPractice: Contemporary Issues in Practitioner Education
ISSN2578-3858
Electronic2578-3866
Publication dates
Online01 Mar 2023
Print02 Jan 2023
Publication process dates
Deposited03 Feb 2023
Submitted31 Mar 2022
Accepted02 Feb 2023
Output statusPublished
Publisher's version
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Copyright Statement

© 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.

Digital Object Identifier (DOI)https://doi.org/10.1080/25783858.2023.2177185
LanguageEnglish
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Scollan, A. 2014. Children’s right, participation & self determination ‘space’. Research Student Summer Conference at Middlesex University 2014.
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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