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ERIC Number: EJ1149002
Record Type: Journal
Publication Date: 2017
Pages: 25
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0093-3104
EISSN: N/A
Performance as Pedagogy: Children's Trust and the Negotiation of Subjectivities in the Context of Deliberative Dialogue
Hauver, Jennifer; Zhao, Xiaoying; Kobe, Jessica F.
Theory and Research in Social Education, v45 n3 p293-317 2017
In this article, we examine children's (aged 9-11) experience of deliberative dialogue in which they sought to reach consensus around a shared problem with their peers. Through analysis of pre- and post-task interviews as well as videotapes of the sessions, we explore the pedagogical nature of children's engagement. In light of shifting trust assessments of their peers, children tried on new roles and identities, even as they bumped up against entrenched narratives of self gleaned from prior experience. It is in the negotiation of these multiple subjectivities that children demonstrated their potential for rereadings of themselves in relation to others, challenging stereotyped subjectivities, and experimenting with their emerging voices. We foreground three children, Helen, David, and Addie, whose experiences serve as windows into the role of trust in civic learning.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Tests/Questionnaires; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A