Making Visible Young Children’s Identities through an Ethnographic Perspective
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Three telling cases by each of the authors are presented to demonstrate how an ethnographic perspective makes visible young children’s; (1) multiple identities and the many roles they enact in their lives and (2) co-construction of their knowledge from the resources available to them. Telling Case One: “The Storytelling Project” examines African American children’s written and oral narratives in preschool and kindergarten classrooms located in a low socio-economic urban community in the southeast region of the United States. Telling Case Two: “Narrative practices of Deaf & Hearing Students” explores how intertextuality influences the narrative practices of young deaf children in two kindergarten classrooms. And, Telling Case Three: “Large Group Meeting time” examines children’s and teacher’s interactions and various meaning making within and across their everyday large group meetings and classroom experiences. Findings from these three telling cases have implications for how curriculum affords or constrains children’s identities and the resources they use to construct their learning.
Abstract
Three telling cases by each of the authors are presented to demonstrate how an ethnographic perspective makes visible young children’s; (1) multiple identities and the many roles they enact in their lives and (2) co-construction of their knowledge from the resources available to them. Telling Case One: “The Storytelling Project” examines African American children’s written and oral narratives in preschool and kindergarten classrooms located in a low socio-economic urban community in the southeast region of the United States. Telling Case Two: “Narrative practices of Deaf & Hearing Students” explores how intertextuality influences the narrative practices of young deaf children in two kindergarten classrooms. And, Telling Case Three: “Large Group Meeting time” examines children’s and teacher’s interactions and various meaning making within and across their everyday large group meetings and classroom experiences. Findings from these three telling cases have implications for how curriculum affords or constrains children’s identities and the resources they use to construct their learning.
참고문헌 (24)
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