Rights statement: This is an Accepted Manuscript of an article published by Taylor & Francis in Language and Education on 10/04/2017, available online: http://www.tandfonline.com/10.1080/09500782.2017.1302466
Accepted author manuscript, 559 KB, PDF document
Available under license: CC BY-NC: Creative Commons Attribution-NonCommercial 4.0 International License
Final published version
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
}
TY - JOUR
T1 - Negotiating citizenship
T2 - a young child’s collaborative meaning-making constructions of beavers as a symbol of Canada
AU - Gillen, J
AU - Cameron, Catherine Ann
N1 - This is an Accepted Manuscript of an article published by Taylor and Francis in Language and Education on 10/04/2017, available online: http://www.tandfonline.com/10.1080/09500782.2017.1302466
PY - 2017/5/6
Y1 - 2017/5/6
N2 - The right to share the social heritage of a nation is an element of citizenship closely associated with education (Marshall [1950]1992). Social heritage is understood as the negotiation of understandings within a dialectical understanding of social practice across multiple timescales. In this paper the meaning-making practices of one young child concerned with beavers as symbols of Canada is studied, using the Day in the Life methodology (Gillen, Cameron, et.al.), across two encounters in one day, the first in ‘mat time’ at a kindergarten and the second at afternoon tea with her family. The teacher’s careful orchestration of the event is analysed, and elements of her structuring of heteroglossic discourses identified. Suhani both demonstrates close attention to certain complexities in her subsequent family dialogues and expands her narrative with imagined additional elements. The paper contributes to our understanding of bridging between the early development of academic discourse registers and home-based narratives (Gallagher 2016). Methodologically, a contribution is made to consideration of processes of transcription, for analytic and dissemination purposes. In conclusion, deepening linguistic ethnography through the use of multimodal methods, we find, with Pagani (2009, 92), ‘complexes of representations and practices’ in the negotiation of citizenship through daily life routines.
AB - The right to share the social heritage of a nation is an element of citizenship closely associated with education (Marshall [1950]1992). Social heritage is understood as the negotiation of understandings within a dialectical understanding of social practice across multiple timescales. In this paper the meaning-making practices of one young child concerned with beavers as symbols of Canada is studied, using the Day in the Life methodology (Gillen, Cameron, et.al.), across two encounters in one day, the first in ‘mat time’ at a kindergarten and the second at afternoon tea with her family. The teacher’s careful orchestration of the event is analysed, and elements of her structuring of heteroglossic discourses identified. Suhani both demonstrates close attention to certain complexities in her subsequent family dialogues and expands her narrative with imagined additional elements. The paper contributes to our understanding of bridging between the early development of academic discourse registers and home-based narratives (Gallagher 2016). Methodologically, a contribution is made to consideration of processes of transcription, for analytic and dissemination purposes. In conclusion, deepening linguistic ethnography through the use of multimodal methods, we find, with Pagani (2009, 92), ‘complexes of representations and practices’ in the negotiation of citizenship through daily life routines.
KW - literacy
KW - multimodality
KW - early childhood
KW - CITIZENSHIP
U2 - 10.1080/09500782.2017.1302466
DO - 10.1080/09500782.2017.1302466
M3 - Journal article
VL - 31
SP - 330
EP - 350
JO - Language and Education
JF - Language and Education
SN - 0950-0782
IS - 4
ER -