In:Children’s Peer Cultures in Dialogue: Participation, hierarchy, and social identity in diverse schools
Nicola Nasi
[Dialogue Studies 34] 2024
► pp. vii–viii
Published online: 26 August 2024
https://doi.org/10.1075/ds.34.toc
https://doi.org/10.1075/ds.34.toc
Table of contents
AcknowledgmentsIX
Introduction1
Organization of the book4
A note on methodology9
Chapter 1.Dialogue, intersubjectivity, and diversity in education13
1.1On intersubjectivity16
1.2Dialogue in diverse environments21
1.3Public schools and diversity23
1.4Some remarks on institutional dialogue28
Chapter 2.A social perspective on children’s development32
2.1Socialization through dialogue34
2.2On competence36
2.3Continuity and change in hybrid communities41
2.3.1Identities, ideologies, and socialization at school43
2.3.2Constructing difference and belonging in dialogue48
Chapter 3.Children’s peer languages and cultures52
3.1Children’s agency and interpretive reproduction53
3.2Children’s peer activities and cultures58
3.2.1Children’s peer dialogue as a double opportunity space61
3.2.2Heteroglossia in the peer group65
3.3Acts of affiliation and disaffiliation: Social bonds and ostracism among peers69
Chapter 4.(Mis)alignments to the school culture73
4.1Enacting and resisting subteaching practices74
4.1.1Peer socialization to institutional norms of language use77
4.1.2Peer socialization to institutional practices of literacy82
4.1.3Peer socialization to the social and moral norms
of the institution86
of the institution86
4.2Socializing peers, negotiating local identities93
Chapter 5.Classroom asymmetries: Authority and power in the peer group96
5.1Negotiating power asymmetries in the peer group99
5.1.1Macro-acting: Mobilizing authoritative sources101
5.1.2Achieving epistemic primacy109
5.2Peer hierarchies and children’s social identity in the classroom111
Chapter 6.Peer conflict: How children argue with each other114
6.1Accusations and rebuttals: Conflict in heterogeneous peer groups116
6.1.1Children’s mediation of peer conflict123
6.1.2Including and excluding peers through conflict127
6.2On teachers’ intervention130
Chapter 7.Creativity in children’s peer dialogues139
7.1Creativity in the peer group: Amusement and performance141
7.2Co-constructing identities and relationships through creative
language use146
language use146
7.3Language creativity, learning, and development150
Some tentative conclusions…155
… and a few implications for teachers’ practice161
References165
Appendix.Transcription conventions199
Index
