scholarly journals "Pedagogy of Listening" vs. "Pedagogy of Listening to Educators": Ethnographic Research on Child Autonomy in Kindergartens in Montenegro

2020 ◽  
Vol 29 (4) ◽  
pp. 575-597
Author(s):  
Jovana Marojević ◽  
Katarina Todorović ◽  
Saša Milić
Keyword(s):  
Power Relations ◽  
Adult Child ◽  
Self Determination Theory ◽  
Ethnographic Study ◽  
Constructivist Theory ◽  
Educational Institutions ◽  
Child Interaction ◽  
Personal Epistemologies ◽  
Child Autonomy ◽  
Motivational Style

The paper discusses the phenomenon of child autonomy from the perspective of educators' personal epistemologies and power relations in the adult-child interaction in the practices of institutional education in Montenegro. The construct of child autonomy is approached from the standpoint of critical-constructivist theory and the self- -determination theory, as a socio-cultural product shaped by ethnopedagogies and personal epistemologies of educators. The main goal of the ethnographic study conducted in three preschool educational institutions in Montenegro was to explore the epistemological theories of educators through the analysis of institutional educational practices, given that "the ways of thinking about childhood fuse with institutionalized practices" (Prout & James, 2005, p. 22). We conclude about the existence of an objectivist epistemological theory of educators and the dominance of normative power relations in educator-child interactions, and discuss a special type of epistemological "over-power". The comparability with the results of similar research in the region is stated, and it points to a possible explanatory connection between collectivist culture and the controlling motivational style and authoritarianism in education.

“Depends who it is”: Towards a relational understanding of the use of adult-child touch in residential child care

2021 ◽  
pp. 147332502199087
Author(s):  
Lisa Warwick
Keyword(s):  
Child Care ◽  
Adult Child ◽  
Ethnographic Study ◽  
Theory And Practice ◽  
Specific Context ◽  
Relational Practice ◽  
Residential Child Care ◽  
Care Workers ◽  
Contextual Understanding ◽  
Emergent Literature

This article theorises adult-child touch in residential child care as a relational practice, contributing to an emergent literature on residential child care, and conceptualises residential child care as a Lifespace. It responds to an on-going debate surrounding the use of touch in the sector, which has attracted academic attention since the early 1990s as a result of abuse scandals, the ensuing ‘no touch’ policies and a growing body of research identifying touch as an important aspect of child development. The paper draws upon a six-month ethnographic study of residential child care, which was explicitly designed to observe everyday interactions between residential care workers and young people. The findings suggest that touch cannot be discussed in isolation from either relationships or a contextual understanding of relationships in the specific context of residential child care. The study found that touch is unavoidable, relational and that dichotomous understandings of touch continue to present issues for both theory and practice.

Aspects of adult-child communication: the problem of question acquisition

1975 ◽  
Vol 2 (2) ◽  
pp. 251-260 ◽  
Author(s):  
Svenka Savić
Keyword(s):  
Adult Child ◽  
Direct Communication ◽  
Dizygotic Twins ◽  
Child Interaction ◽  
The Subject ◽  
Early Acquisition ◽  
Children First

This note attempts to clarify the early acquisition of the interrogative system, with data from Serbo-Croatian. The subject is approached from an angle that has hitherto not received sufficient treatment: adult-child interaction in direct communication. The process of question acquisition was observed in a first-born pair of dizygotic twins – a girl, Jasmina, and a boy, Danko – between I; I and 3; 0, the observation beginning a month prior to the time when the children first began to produce questions. The material was transcribed during weekly two-hour sessions in the home of the subjects.

Pagdihon: The Art and Language of Pottery Making in Bari, Sibalom, Antique

2020 ◽  
Author(s):  
Edbert Jay M. Cabrillos ◽  
◽  
Rowena S. Cabrillos ◽  
Keyword(s):  
Participant Observation ◽  
Video Recording ◽  
Ethnographic Study ◽  
The Other ◽  
Educational Institutions ◽  
Face To Face ◽  
Factors Influencing ◽  
Photo Documentation ◽  
Language Pattern ◽  
Art And Language

Pottery is seen as creation of ornamentals, cooking and storing materials. Yet, while economic gains are often considered from producing these materials, the artistic and linguistic aspects have been ignored. This study discusses the factors influencing the culture of pottery, the processes of pottery making, and seeks to uncover the language used in processes of pottery making in Bari, Sibalom, Antique. A qualitative research employing ethnographic study with participant observation and face to face interviews using photo documentation, video recording and open-ended questions in gathering the data was employed. There were five manugdihon, or potters, purposively selected as key informants of the study. The study revealed that environmental factors influenced the culture of pottery making in the barangay. There were seven main processes in pottery making. These included gathering and preparing of materials, mixing the needed materials, cleaning the mixed clay, forming of desired shape, detaching, drying, and polishing and varnishing. Further findings indicate that, together the other processes, the language used in poterry making was archaic Kinaray-a, the language of the province. This language pattern suggests a specialized pottery making. Ultimately, the study suggest that the manugdihon should continue their artistic talents so that the language may be preserved. The educational institutions of the province may provide ways to include pottery making in the curriculum so that the art and language of pottery making will be preserved and promoted.

scholarly journals La recrianza humanizada: Un giro a las relaciones de poder y al paradigma adultocéntrico en las instituciones de protección de niños, niñas y adolescentes en situación de vulneración de derechos

2018 ◽  
Vol 22 (2) ◽  
pp. 1
Author(s):  
Armando Zuluaga-Gómez
Keyword(s):  
Child Abuse ◽  
Children And Adolescents ◽  
Power Relations ◽  
Educational Institutions ◽  
Power Relationships ◽  
Group Leadership ◽  
Families Of Origin ◽  
The Family ◽  
The University ◽  
The City

This reflection is based on the notes recorded in a field journal and its objective is to systematize the experience acquired as an educator in the Diagnostic and Derivation Center, operated by the University of Antioquia through the Grow with Dignity Project (Zuluaga, 2015-2016), attached to the Unit of Childhood, in the City of Medellín, Colombia, whose purpose is the immediate protection of children and adolescents in situations of violation of rights. We will analyze, here, the power relations that are established within the adult-centered paradigm; we will reveal the genesis of child abuse in these relations, and we will see how these normalized practices in the upbringing of children by their families of origin permeate the protection institutions that have been created to accomplish processes of restoration of rights. When unequal power relationships are instituted and legitimated within the family, the hegemony of adults over childhood is consolidated, and the latter ends up being objectified, like this normalizing their abuse. These relational paradigms are also susceptible to reproduction in educational institutions, including those aimed at the protection of children in situations of violation of rights. We will suggest a proposal called humanized reeducation, which is indicated for group leadership in protection institutions, a task entrusted to educators.

scholarly journals The Day of the Rally: An ethnographic study of ‘ceremony as resistance’ and ‘resistance as ceremony’

Organization ◽  
2018 ◽  
Vol 26 (2) ◽  
pp. 255-275 ◽  
Author(s):  
Darren McCabe
Keyword(s):  
Power Relations ◽  
Organisational Culture ◽  
Ethnographic Study ◽  
Ethnographic Research ◽  
Frontline Employee ◽  
Stability And Instability ◽  
Employee Resistance ◽  
Workplace Resistance

The literature on organisational culture suggests that ceremonies or rituals reinforce control. By contrast, this article contributes to the literature on resistance, culture and ceremony by arguing that ceremony can also be understood as a form of resistance. It does so through drawing on ethnographic research, first, to explore how a ceremonial 1-day rally during an academic dispute was productive for frontline employee resistance (ceremony as resistance). Second, it considers how such resistance can also be productive in generating consent, for it is infused with and reproduces established norms, subjectivities and power relations (resistance as ceremony). Finally, it is asserted that resistance can be productive in fostering a subjectivity characterised by stability and instability and so practices such as a rally are necessary to try to stabilise both the organisation and the subjectivity of resistance. The article therefore illustrates the ambiguity of productive resistance which has been neglected to date. These insights and arguments indicate that all forms of workplace resistance are decaf, for they are imbued with the context and norms through which they arise. Nevertheless, resistance remains dangerous for those in positions of authority because it means that power is never totalising and so outcomes continue to be uncertain.

Adult-child interaction in children’s learning from “Sesame Street”

ECTJ ◽  
1984 ◽  
Vol 32 (4) ◽  
pp. 217-223
Author(s):  
Robert A. Reiser ◽  
Martin A. Tessmer ◽  
Pamela C. Phelps
Keyword(s):  
Adult Child ◽  
Sesame Street ◽  
Children’S Learning ◽  
Child Interaction ◽  
Children's Learning

scholarly journals Catechizing at Home, 1740–1870: Instruction, Communication and Denomination

2019 ◽  
Vol 55 ◽  
pp. 256-273 ◽  
Author(s):  
Mary Clare Martin
Keyword(s):  
Early Modern ◽  
Religious Education ◽  
Adult Child ◽  
Early Modern Period ◽  
Rote Learning ◽  
Child Interaction ◽  
Modern Period ◽  
Wide Range ◽  
Asking Questions ◽  
Eighteenth And Nineteenth Centuries

Catechizing played an important part in domestic religious education in Britain in the eighteenth and nineteenth centuries, as well as in the better documented early modern period. However, its significance has been neglected in comparison with family prayers (often deemed to be an expression of patriarchy), Sunday observance or even private prayers. This article analyses the incidence of catechizing across religious denominations in Britain from 1740 to 1870, and within selected overseas missionary families. Drawing on a wide range of personal memoirs, the article analyses the range of contexts and relationships within which catechizing could occur. These included not only household worship (which could be conducted by women) but also relationships between siblings. It demonstrates that catechizing could provide opportunities for asking questions and spending ‘quality time’ with parents and / or children, rather than embodying an alienating form of rote-learning. The article therefore challenges many stereotypes relating to family domestic education, relating to themes such as patriarchy, denominational difference and adult-child interaction.

Sign language transcription at the level of meaning components

2001 ◽  
Vol 4 (1-2) ◽  
pp. 63-104 ◽  
Author(s):  
Dan I. Slobin ◽  
Nini Hoiting ◽  
Michelle Anthony ◽  
Yael Biederman ◽  
Marlon Kuntze ◽  
...  
Keyword(s):  
American Sign Language ◽  
Sign Language ◽  
Adult Child ◽  
Linear Representation ◽  
Gaze Direction ◽  
American Sign ◽  
Communicative Acts ◽  
Transcription System ◽  
Child Interaction ◽  
Role Shift

The Berkeley Transcription System (BTS) has been designed for the transcription of sign language videotapes at the level of meaning components. The system is based on efforts to transcribe adult-child interactions in American Sign Language (ASL) and Sign Language of the Netherlands (SLN). The goal of BTS is to provide a standard means of transcribing signed utterances, meeting the following objectives: –compatibility with CHAT format and CLAN programs (CHILDES) –linear representation on a continuous typed line, using only ASCII characters –representation at the level of meaning components –full representation of elements of polycomponential verbs –representation of manual and nonmanual elements –representation of gaze direction, role shift, visual attention –representation of gestures and other communicative acts –notation of characteristics of adult-child interaction (child-directed signing, errors, overlap, self-correction).

scholarly journals Whose fault is failure? Contested perspectives of academic support in tertiary educational institutions in South Africa

2019 ◽  
Vol 14 (3) ◽  
pp. 376-393
Author(s):  
David Jeffery ◽  
David Johnson
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Support Services ◽  
Student Support Services ◽  
Academic Support ◽  
Student Support ◽  
Ethnographic Study ◽  
Educational Institutions ◽  
Unexpected Finding ◽  
Participation In Higher Education

This paper explores the argument that to widen participation in higher education, educational institutions should bear a greater responsibility for students’ learning. Central to this debate is the notion of ‘academic support’. There are many perspectives on what works to scaffold student participation and learning but rarely are the perspectives of those receiving support taken into account. This paper reports the findings of an exploratory ethnographic study in which students in a vocational college in South Africa reflected on the nature of academic support and access to it. Student narratives that underpin their understandings of how the support system ‘worked’, and what responsibilities they and the college respectively bore for their studies, are compared to the official prescript on student support services in South Africa – the so-called ‘Student Support Services Manual’ which was developed by the South African Department of Higher Education and Training (DHET). The data indicate sharp incongruences in thinking. While the student support services manual maintains that students are a product of their disadvantaged contexts and therefore require an institutional form of academic support, students themselves placed much less responsibility for the provision of academic support on the colleges. Instead, they attributed their success or failure to ‘character’ and their own dispositions towards learning. This is an unexpected finding in the context of an often highly charged debate on the factors that constrain learning and learning outcomes. This paper argues that it is this ‘locus of control’ that undermines the idea that student success is dependent on prescription alone.

Sign in / Sign up

Export Citation Format

Share Document