interactional processes
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2022 ◽  

Relational pedagogies place relationships at the heart of good teaching and learning. As shown across multiple fields of educational scholarship, educational interactions and learning exchanges between children and their teachers necessarily exist within the context of an existing relationship. The strength and characteristics of these relationships in turn shape and influence the success of the exchange. Importantly, therefore, relational pedagogy is not simply about making a child or teacher feel happy or content. Rather, it is closely related to the style, quality, and content of education a child receives. Empirical research supports these theoretical claims. Relationship qualities and teacher-child interaction qualities have each long been shown to influence children’s emotional well-being and competence, across early childhood centers and schools, yet there is increasingly strong evidence that they shape cognitive development and learning outcomes too. To ensure equitable educational opportunities for all children, strong and adaptive teacher-child relationships are critical. Given the varied definitions and use of relational pedagogy in the literature, together with a diverse range of relevant research that examines relational concepts, we have attempted to present multiple representative topics and articles across this encyclopedia entry. The topics and articles we feature are not exhaustive, and, indeed, there are likely to be other good ways that one might frame research and theory on relational pedagogies. Where two studies have similar findings, we have intentionally given preference to the more recent study; noting that references from this more recent work are likely to offer the reader the broadest window into the field. We nonetheless also include a number of seminal resources. We also have elected to cite research with robust methodologies where possible, although we note that methodological approaches vary markedly between subfields. Research examining teachers’ perspectives in early childhood centers has often used multiple case studies, for example, while research examining children’s developmental outcomes within particular relationships or following particular interactions is often larger in scale and broader in approach. The majority of research and scholarship on relational pedagogies, student-teacher relationship quality, and interactional processes is conducted with Western societies and cultures: often in the United Kingdom, United States, Australia, and western Europe. Less research or scholarship has been conducted in other countries, cultures, and subcultures. This is a problem replicated across developmental and educational research broadly, with study participants much more likely to come from WEIRD (Western, Educated, Industrialized, Rich, and Democratic) societies than from other non-WEIRD societies. While the majority of works in this bibliography are therefore also conducted with Western children and students, we include a section outlining an important body of emerging research and scholarship focused on relational pedagogies in Indigenous, non-Western, and diverse communities.


2022 ◽  
pp. 426-440
Author(s):  
Hong-Chi Shiau

This study attempts to illustrate identity performance via the display of symbolic capital by Taiwanese gay men through photo-sharing experiences on Instagram. For Taiwanese gay men, photo-sharing experiences on Instagram have become a significant venue where they can interact with selected publics through performing various personae. This study has classified roles with various forms of cultural capital as well as clarifying how distinction is meticulously maneuvered among collapsed contexts. Through ethnographic interviews with 17 gay male college students from Taiwan and textual analysis of their correspondence though texting on Instagram, this study first contextualizes how the interactional processes engaged in on Instagram help constitute a collective identity pertaining to Taiwanese gay men on Instagram. The photo-sharing experiences are examined as an identity-making process involving the display of various symbolic capital, illuminating the calculated performance of taste and the collective past oppressed by the heteronormative society. The conclusion offers an alternative sociological intervention that goes beyond the notion of digital narcissism to help understand how the cultural capital on the presumption of photo-sharing experiences is invested.


Author(s):  
Erica L. Cao ◽  
Craig D. Blinderman ◽  
Ian Cross

AbstractThe decline of empathy among health professional students, highlighted in the literature on health education, is a concern for medical educators. The evidence suggests that empathy decline is likely to stem more from structural problems in the healthcare system rather than from individual deficits of empathy. In this paper, we argue that a focus on direct empathy development is not effective and possibly detrimental to justice-oriented aims. Drawing on critical and narrative theory, we propose an interpersonal approach to enhance empathic capacities that is centered on constructive and transformative interactions which integrates the participatory arts and involves both patients and health professional students. We describe and evaluate a program where patients and students create collaborative, original songs. Interviews and a focus group revealed interactional processes summarized in four themes: reciprocal relationships, interactions in the community, joint goal, and varied collaboration. There was a significant enhancement of positive attitudes about care post-program amongst health professional students. The interpersonal approach may be a preliminary framework for the medical humanities to shift away from a focus on direct empathy development and further towards participatory, co-creative, and justice-oriented approaches to enhance health and thereby empathic capabilities.


2021 ◽  
Vol 17 (1) ◽  
pp. 152-177
Author(s):  
Kati Eliana Caetano

This article examines the objective and quantifiable data conversion in visual and syncretic discursive forms aimed at mobilizing experiences of the conveyed senses. In addition to making the invisible visible, what is proposed here is to make the unspeakable visible by analyzing the overdetermination of the effect of intensity, proximity, and presence on news content. To achieve this goal this paper uses empirical data obtained from infographics printed in The New York Times (NYT) and Folha de S.Paulo newspapers on the covid-19 pandemic. This was chosen because the objective data in numbers and figures affect how true opinion is shaped and the infographics were recurrently employed (during our research period) by all media as an effective mechanism for understanding the facts. The empirical methodology is anchored in the perspective of tension semiotics that provides theoretical foundations for studying the sensitive dimension of interactional processes.


2021 ◽  
Vol 12 ◽  
Author(s):  
Mauricio Salgado ◽  
Luis González ◽  
Alejandra Yáñez

Early adolescence is a developmental stage that comprises some basic interactional processes with parents, which can be described as gaining autonomy while maintaining relatedness. Studying how maternal and paternal involvement influence the life satisfaction of sons and daughters during early adolescence is especially important while seeking to understand the challenges of this developmental stage. In this paper, we investigate the differential effects of maternal and paternal involvement, as assessed by sons and daughters, on their life satisfaction during early adolescence. We use a unique survey conducted in Chile, The National Survey on Student Trajectories and Transitions, focusing on a subsample of 497 early adolescents attending 5th to 8th grade (60% female, M age = 12.42, SD = 1.18). Our findings indicate that both paternal and maternal involvement are positively correlated with the life satisfaction of adolescents. We also find that the gender of adolescents moderates the effect of maternal involvement, so daughters (but not sons) who deemed the involvement of their mothers to be more positive reported greater life satisfaction. More positive paternal involvement correlates with greater life satisfaction for sons and daughters. We discuss some mechanisms that might bring about these differences.


2021 ◽  
Vol 14 (1) ◽  
Author(s):  
Ingeborg Flagstad ◽  
Svein Johnsen ◽  
Leif Rydstedt

This study explores the processes of establishing a green organizational climate in small-scale companies. Previous studies have primarily focused on factors associated with pro-environmental behaviour in large organizations. The role of a green organizational climate—specifically, the interactional processes involved in the construction of a green climate—has largely been unexplored. Entrepreneurial small companies constitute an ideal arena in which to study the initial phase of greening processes. The present study examined the process of establishing a green organizational climate in seven small-scale Norwegian companies. This article presents a systems model that was developed to analyse how processes at different levels interact in the shaping of the green climate. The design was a longitudinal mixed-methods approach, consisting of focus-group interviews conducted in the field, a questionnaire and follow-up interviews with the leaders. Findings indicate that the construction of a green climate had a strong practise-based approach. The company founders were driven by environmental values; they sparked the initial green measures, influenced the employees—directly and indirectly—and also invited dialogue around and co-construction of the green climate. Frequent face-to-face interactions within the microsystem of the leaders/employees were decisive to the development of the green climate. The present study contributes to the understanding of the process of greening an organization: specifically, how green practice relates to the construction of a shared green climate. Contrary to previous research and theorizing, this study indicates that it is possible to “go green” without a superordinate green strategy.


2021 ◽  
Vol 57 (4) ◽  
pp. 425-442
Author(s):  
Simbai Mushonga ◽  
Adrian Van Breda

Research on the resilience of young people who were raised by substance-abusing caregivers is limited. This study aims to explore the internal interactional processes between nonhuman systems and young adults raised by alcohol-abusing caregivers in Lesotho. Multiple in-depth interviews were conducted and a draw-and-write technique applied with 15 university students, six of whom described having interacted with diverse nonhuman systems in their environment. A grounded theory analysis generated two themes: (1) interacting with empowering messages from non-present writers (through songs and books) and inspirational speakers (through videos) and (2) interacting with imaginary friends and inanimate objects (dolls and tattoos) in order to enhance their resilience. Van Breda’s interactional resilience approach, developed from person-in-the-environment perspective, and Margaret Archer’s theory of agency were found to be useful in interpreting the findings. The implications of the study include the need for social workers’ greater focus on young people’s interactions with nonhuman systems for resilience building.


2020 ◽  
Vol 18 (41) ◽  
pp. 220
Author(s):  
Denise Figueiredo Barros do Prado

Neste artigo, discutimos como as práticas culturais artesanais de Mariana (MG) se constituem em diálogo com a midiatização. Refletimos sobre como as mesclas com o midiático afetam as práticas culturais artesanais a partir de Canclini (2015), Certeau (2009) e Appadurai (2008). Metodologicamente, foram feitos o registro fotográfico das produções artesanais expostas em 13 lojas de artesanato de Mariana (MG) e entrevistas narrativas com 18 artesãs da cidade, entre 2016 e 2018. Realizou-se a análise interpretativa deste material. A partir disso, percebemos que as práticas culturais artesanais se veem afetadas pelo midiático, de modo que evidenciam um tensionamento e uma reconfiguração de suas formas tradicionais e suas possibilidades criativas no contexto atual. Práticas culturais artesanais; Midiatização; Processos interacionais; Consumo. In this article, we discuss how the craft cultural practices of Mariana (MG) are constituted in dialogue with mediatization. We reflect on how the mixtures with the media affect the cultural practices with the contributions of Canclini (2010,2015) and Certeau (2009). Methodologically, we have taken photos of craft productions exhibited in 13 craft stores in Mariana (MG) and interviewed 18 artisans from the city between 2016 and 2018. The interpretative analysis of this material was carried out. From this, we realize that the cultural craft cultural practices are affected by the media, so that they show a tension and a reconfiguration of their traditional forms and their creative possibilities in the current context. Craft cultural practices; Mediatization; Interactional processes; Consumption. En este artículo, discutimos cómo las prácticas culturales artesanales de Mariana (MG) constituyen un diálogo con la mediatización. Reflexionamos sobre cómo las mezclas con los medios afectan las prácticas culturales de la artesanía desde Canclini (2010, 2015) y Certeau (2009). Metodológicamente, fue realizado el registro fotográfico de las producciones artesanales exhibidas en 13 tiendas de artesanías en Mariana (MG) y entrevistas narrativas con 18 artesanas en la ciudad entre los años 2016 y 2018. Se realizó un análisis interpretativo de este material. A partir de esto, se percibe que las prácticas culturales artesanales se ven afectadas por los medios, por lo que muestran una tensión y una reconfiguración de sus formas tradicionales y sus posibilidades creativas en el contexto actual. Prácticas culturales artesanales; Mediatización; Procesos de interacción; Consumo.


2020 ◽  
Author(s):  
Jonathan Newton

This case study examines the vocabulary gains made by an adult learner of English as a second language as a result of performing four communication tasks. Gains were measured on comparisons of pre- and post-tests of vocabulary from the worksheets from the four tasks. These gains are discussed in relation to the interactional processes involving unfamiliar vocabulary. Explicit negotiation of word meaning appeared less deterministic of post-test improvements than use of words in the process of completing the task. While this result may to some extent be an artifact of test design, it is also true that when the group actively used vocabulary which was unfamiliar to the subject of this study, the embedding of this vocabulary in the context of the task and its interactive use are likely to have provided not only important information about word meaning but also the conditions whereby that meaning could be acquired. The placement of a word on task worksheets and the nature of a task, whether a split information task or a shared information task, both had a strong effect on use and acquisition of new vocabulary. © 1995, Sage Publications. All rights reserved.


2020 ◽  
Author(s):  
Jonathan Newton

This case study examines the vocabulary gains made by an adult learner of English as a second language as a result of performing four communication tasks. Gains were measured on comparisons of pre- and post-tests of vocabulary from the worksheets from the four tasks. These gains are discussed in relation to the interactional processes involving unfamiliar vocabulary. Explicit negotiation of word meaning appeared less deterministic of post-test improvements than use of words in the process of completing the task. While this result may to some extent be an artifact of test design, it is also true that when the group actively used vocabulary which was unfamiliar to the subject of this study, the embedding of this vocabulary in the context of the task and its interactive use are likely to have provided not only important information about word meaning but also the conditions whereby that meaning could be acquired. The placement of a word on task worksheets and the nature of a task, whether a split information task or a shared information task, both had a strong effect on use and acquisition of new vocabulary. © 1995, Sage Publications. All rights reserved.


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