Children's Voices Talk, Knowledge and Identity

by Maybin, Janet

• ISBN13: 9781403933317
• ISBN10: 1403933316
• Format: Paperback
• Copyright: 2008-02-15
• Publisher: Palgrave Macmillan

Summary

Drawing on ethnographic research inside and outside the classroom, Janet Maybin investigates how 10- to 12-year-old children use talk and literacy to construct knowledge about their social worlds and about themselves, as they negotiate the transition from childhood into adolescence. Through the analysis of examples of talk, she shows how children use collaborative verbal strategies, stories of personal experience, and the reworked voices of others to investigate the moral order and forge their own identities.

Author Biography

JANET MAYBIN is a Senior Lecturer in Language and Communication at the Open University, U.K. She has written extensively for Open University courses on language, literacy, and learning, and also researches and writes on children's and adults' informal language and literacy practices. She originally trained as a social anthropologist.

Table of Contents

Acknowledgements

Transcription Conventions

Introduction

Focussing on the Margins

Conceptualising Voice and Meaning-making

Outline of the Chapters

Setting the Scene

Shifting the Lens

The Researcher in the Data

From Context to Contextualisation

From Dialogue to Dialogicality

Evaluation, Socialisation and Identity

Towards a More Dynamic Language of Description

Context, Genre and Frames

Switching Contexts

The Generic Production of Meaning

The Intertextual Construction of the Present

Microcontexts: Manipulating Frames

Conclusion

Dialogue and Collaboration: Girls and Boys

The Duet of Friendship

Producing Unformalised Knowledge in Group Talk

Gender, Communicative Style and Identity

Conclusion

Reported Voices and Evaluation

Representing Voices: Grammatical and other Cues

Invoking and Evaluating People

Recreating Events

Evaluation in Projected Speech and Reported Thought

Conclusion

Articulating Dialogue: Agency and Gender in Children's Anecdotes

Representing Experience and Exploring the Self

Three Levels of Narrative Meaning

Indexicalisation and Dialogic Relationships

Conclusion

Narrative Reflections and Moral Complexities

Articulating Moral Stances

Beleaguered Positions

Divided Loyalties

Conclusion

Schooled Voices

A Framework for Understanding Reproduced Voices

Repetition and Appropriation in Teacher-Pupil Dialogue

Reproducing Authoritative Voices: Appropriation and Styling

Framing Work and Play

Conclusion

Official and Unofficial Literacies

Official Literacy: Power, Procedure and Product

Hybrid Practices

Unofficial Literacy

Personal Writing: Identity and Regulation

Conclusion

Conclusion

Notes

References

Index

Acknowledgements

Transcription Conventions

Introduction

Focussing on the Margins

Conceptualising Voice and Meaning-making

Outline of the Chapters

Setting the Scene

Shifting the Lens

The Researcher in the Data

From Context to Contextualisation

From Dialogue to Dialogicality

Evaluation, Socialisation and Identity

Towards a More Dynamic Language of Description

Context, Genre and Frames

Switching Contexts

The Generic Production of Meaning

The Intertextual Construction of the Present

Microcontexts: Manipulating Frames

Conclusion

Dialogue and Collaboration: Girls and Boys

The Duet of Friendship

Producing Unformalised Knowledge in Group Talk

Gender, Communicative Style and Identity

Conclusion

Reported Voices and Evaluation

Representing Voices: Grammatical and other Cues

Invoking and Evaluating People

Recreating Events

Evaluation in Projected Speech and Reported Thought

Conclusion

Articulating Dialogue: Agency and Gender in Children's Anecdotes

Representing Experience and Exploring the Self

Three Levels of Narrative Meaning

Indexicalisation and Dialogic Relationships

Conclusion

Narrative Reflections and Moral Complexities

Articulating Moral Stances

Beleaguered Positions

Divided Loyalties

Conclusion

Schooled Voices

A Framework for Understanding Reproduced Voices

Repetition and Appropriation in Teacher-Pupil Dialogue

Reproducing Authoritative Voices: Appropriation and Styling

Framing Work and Play

Conclusion

Official and Unofficial Literacies

Official Literacy: Power, Procedure and Product

Hybrid Practices

Unofficial Literacy

Personal Writing: Identity and Regulation

Conclusion

Conclusion

Notes

References

Index

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