By Janet Maybin (auth.)
Janet Maybin investigates how 10-12 year-olds use speak and literacy to build wisdom approximately their social worlds and themselves. She indicates how little ones use collaborative verbal ideas, tales of non-public adventure and the transformed voices of others to enquire the ethical order and forge their very own identities.
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Extra resources for Children’s Voices: Talk, Knowledge and Identity
Through their talk, children could try out new kinds of scenarios, identities and relationships, and they could also revisit and fall back into familiar practices. Michelle was a slight, retiring 11 year-old girl whom I had not noticed in the classroom until I ended up helping her and Kim with their work one afternoon and got into chatting with them about what they liked to do outside school. Michelle said she often made up stories with friends and offered to tape one of these for me. The ﬁrst two extracts below comes from Michelle’s recording of herself, her 4 year-old cousin, Natalie, and a 10 year-old friend, Sharon, who are all playing together in Michelle’s bedroom.
Evaluation, socialisation and identity I have pointed out how the contextualisation and dialogic processes within talk involve the taking up and negotiating of evaluative stances towards what is being talked about. In a more fundamental sense, for Volosinov, all language use is evaluative, because it always emerges from a situated perspective within a particular material world. Only aspects of the social environment which have social meaning and value are codiﬁed within semiotic systems and so evaluation moulds referential meaning and determines what is referred to in the ﬁrst place.
Inner thoughts and sensations are always social and evaluative and even the most basic sensations, like hunger, are experienced as connected with personal feelings about social experience (Volosinov, 1973). Individual consciousness is in this sense an accumulation of social, dialogic experiences, each one interpreted and responded to in the light of previous dialogues, and simultaneously shifting and repatterning the accumulation of that previous experience. Since utterances and texts in Setting the Scene 25 the outer social world are a site of struggle, and are populated with the voices of others, then one must assume that an inner consciousness constituted from internalised dialogues is itself inherently multivoiced, dialogic and fragmented.
Children’s Voices: Talk, Knowledge and Identity by Janet Maybin (auth.)