title: Watch, listen and learn: Observing children’s social conduct through their communication

authors: Bateman, Amanda

subjects: communication

abstract: This paper argues for the use of conversation analysis (CA) and membership categorisation analysis (MCA) (Sacks, 1992) to investigate children’s social conduct. A majority of prior research in this area has tended to focus on limited theoretical perspectives situated in developmental psychology, resulting in a dichotomous presentation of either prosocial or antisocial behaviour (see Bateman & Church, 2008 for an overview). Although the use of predefined categories “antisocial” and “prosocial” may be helpful for the organisation of data, there is a concern that these pre-defined classifications lead to children themselves being categorised as either consistently prosocial or antisocial (for example Nelson & Crick, 1999). This view encourages stigma and the labeling of children rather than offering further insight into children’s social worlds (Bateman & Church, 2008). This problem represents a shortfall in information regarding the complexity of peer interactions and how they are locally managed by the children themselves, disregarding the range of social competencies engaged in by the participants.
Therefore a shift in theoretical approach is argued for here as this informs of how social order is produced through verbal and non-verbal communications between the participants themselves (Butler, Fitzgerald & Gardner, 2009; Sacks, 1992a; 1992b;). Analyzing children’s social conduct through observing their communication offers an innovative, theoretical shift which is becoming more valued in many different areas of early childhood and particularly for the study of social relationships in education. This paper will outline the concept of communication as perceived from an ethnomethodological (EM) perspective, provide a background to EM and conversation analysis (CA), discuss some findings from research and then discuss the practical application of these findings for practice.

text: Watch, listen and learn: Observing children’s social conduct through their communication This paper argues for the use of conversation analysis (CA) and membership categorisation analysis (MCA) (Sacks, 1992) to investigate children’s social conduct. A majority of prior research in this area has tended to focus on limited theoretical perspectives situated in developmental psychology, resulting in a dichotomous presentation of either prosocial or antisocial behaviour (see Bateman & Church, 2008 for an overview). Although the use of predefined categories “antisocial” and “prosocial” may be helpful for the organisation of data, there is a concern that these pre-defined classifications lead to children themselves being categorised as either consistently prosocial or antisocial (for example Nelson & Crick, 1999). This view encourages stigma and the labeling of children rather than offering further insight into children’s social worlds (Bateman & Church, 2008). This problem represents a shortfall in information regarding the complexity of peer interactions and how they are locally managed by the children themselves, disregarding the range of social competencies engaged in by the participants.
Therefore a shift in theoretical approach is argued for here as this informs of how social order is produced through verbal and non-verbal communications between the participants themselves (Butler, Fitzgerald & Gardner, 2009; Sacks, 1992a; 1992b;). Analyzing children’s social conduct through observing their communication offers an innovative, theoretical shift which is becoming more valued in many different areas of early childhood and particularly for the study of social relationships in education. This paper will outline the concept of communication as perceived from an ethnomethodological (EM) perspective, provide a background to EM and conversation analysis (CA), discuss some findings from research and then discuss the practical application of these findings for practice.

year: 2011

title: Exploring practices of multiliteracies pedagogy through digital technologies: a narrative inquiry

authors: Yap, Jia Rong

abstract: Digital technologies have fast become integral withinliteracy learning and teaching across contexts as stu-dents engage with a variety of digital and multimodaltexts. While teachers in New Zealand schools have ahigh degree of autonomy in the design and planningof literacy programs, little is currently known abouthow they understand and enact multiliteracies peda-gogy (MLP). Using data gathered via interviews andclassroom observations in an intermediate school inNew Zealand, this article adopts a narrative inquiryapproach to explore one teacher’s approaches to usingdigital technologies and texts within literacy instruc-tion. We explore in particular the ways in which MLPmay be enactedimplicitlyrather than explicitly, withinthe complex matrix of teachers’personal beliefs andlearning experiences, the perceived learning needs ofstudents, and the school curriculum. We conclude witha call for the conscious and purposeful teaching ofMLP, focusing on synaesthesia and the semiotic func-tions of texts.

text: Exploring practices of multiliteracies pedagogy through digital technologies: a narrative inquiry Digital technologies have fast become integral withinliteracy learning and teaching across contexts as stu-dents engage with a variety of digital and multimodaltexts. While teachers in New Zealand schools have ahigh degree of autonomy in the design and planningof literacy programs, little is currently known abouthow they understand and enact multiliteracies peda-gogy (MLP). Using data gathered via interviews andclassroom observations in an intermediate school inNew Zealand, this article adopts a narrative inquiryapproach to explore one teacher’s approaches to usingdigital technologies and texts within literacy instruc-tion. We explore in particular the ways in which MLPmay be enactedimplicitlyrather than explicitly, withinthe complex matrix of teachers’personal beliefs andlearning experiences, the perceived learning needs ofstudents, and the school curriculum. We conclude witha call for the conscious and purposeful teaching ofMLP, focusing on synaesthesia and the semiotic func-tions of texts.

year: 2023-05-12

title: Ati Ue: Te Aitanga a Tuoro

authors: James, Steven (Tipene) Robert

subjects: Ngati Whakaue

abstract: This thesis is based on the manuscripts of my tupuna Tuoro Akapita Pango that are held in a treasured whānau box. The manuscripts contain history and kōrero of Te Arawa written by multiple generations of the whānau Pango. Within this thesis I explore the value of inter-generational knowledge through considering what lies within these whānau manuscripts and taking the opportunity to discover more history about Ngāti Whakaue through a whānau lens. Researching these manuscripts enables reconnection of the past and the present; the reconnection between forgotten knowledge and whānau. 
Specifically, this thesis proposes a Ngāti Whakaue approach to engaging historical materials and research. It centres the voices of the people, such as the many family members involved within the process, as well as the box of writings and the many gems that hide within. Also, it asks what the manuscripts mean for the current descendants involved in the research. 
The research has been a means of reconnecting with the past to give relevance and context to the present. The objective is demonstrating the value of iwi-specific research methods so that whānau feel encouraged to embark on their own journey.

text: Ati Ue: Te Aitanga a Tuoro This thesis is based on the manuscripts of my tupuna Tuoro Akapita Pango that are held in a treasured whānau box. The manuscripts contain history and kōrero of Te Arawa written by multiple generations of the whānau Pango. Within this thesis I explore the value of inter-generational knowledge through considering what lies within these whānau manuscripts and taking the opportunity to discover more history about Ngāti Whakaue through a whānau lens. Researching these manuscripts enables reconnection of the past and the present; the reconnection between forgotten knowledge and whānau. 
Specifically, this thesis proposes a Ngāti Whakaue approach to engaging historical materials and research. It centres the voices of the people, such as the many family members involved within the process, as well as the box of writings and the many gems that hide within. Also, it asks what the manuscripts mean for the current descendants involved in the research. 
The research has been a means of reconnecting with the past to give relevance and context to the present. The objective is demonstrating the value of iwi-specific research methods so that whānau feel encouraged to embark on their own journey.

year: 2021