It has been two decades since the social-material turn in social interaction studies proved the heuristic limits of a logocentric analytical geography. In this paper, we focus on the performative function of objects in an underexplored learning activity: parent-assisted homework. Adopting a Conversation Analysis informed approach complemented by the ventriloquial perspective on communication, we illustrate how parent-assisted homework is accomplished through the multiple resources in the semiotic field. Particularly, we show how participants orient to and exploit the agency of materiality in interaction. In the conclusion we raise a socio-pedagogical issue concerning the cultural capital embedded in the learning environment as well as the parents’ competence in recognizing and exploiting it in ways that are aligned with the school culture.
The presence of unaccompanied foreign minors (hereafter UFMs) is a challenge for the Italian welfare and foreigner reception systems. The chapter builds on an exploratory study on the ways in which professional educators interact with other professionals to manage UFMs' access to care. In particular, it investigates triadic medical visits involving a general practitioner, an unaccompanied foreign minor, and his educator whose mandatory presence is aimed to support UFM patients throughout the encounter and make patient-physician communication as smooth as possible. Indeed, these institutional encounters constitute a perspicuous case to study how inclusion is performed (or not) through interprofessional interaction and the communicative resources whereby care professionals manage their oftenincompatible goals and mandates. Adopting a Conversation Analysis-informed approach to a corpus of video-recorded visits, we describe the "pivot sequence ", a distributed discursive and multimodal practice whereby the educator(s) and the physician differently, but cooperatively manage the inclusion of the UFM as an active participant and intersubjectively overcome the "gathering information vs. allocating agency" dilemma typical of these institutional encounters. By enlightening the "interactive vigilance" of the educators (i.e., their capability to restore the UFM's agency whenever appropriate), we make a case for interprofessionally managed health care as a means to accomplish inclusion in interaction.
In the last decades, pedagogical studies and policies in western countries have proposed parental involvement in education as the formula for maximizing students’ success and increasing social equality. In the building of the family-school partnership, a crucial role is commonly attributed to parent-assisted homework. Therefore, parental involvement in homework has increased and the model of the “involved” and “pedagogically competent” parent has become common. Analyzing video-recorded parent-child interactions during homework, this paper illustrates how parents make relevant and educate their children to moral horizons concerning homework, education, and schooling. The moral beliefs evoked by the parents in the study are significantly aligned with the school culture. Parent-assisted homework therefore becomes a particularly relevant arena for children’s socialization into the cultural and moral horizons of the school system. Yet a socio-pedagogical issue emerges: if the school relies heavily on the family for homework activities, what happens to those children who cannot rely on school-aligned, pedagogically competent parents?
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.