Margin|Centre: Toward a Dialectic View of Participation

Autor/inn/en	Goulart, Maria Ines Mafra; Roth, Wolff-Michael
Titel	Margin\|Centre: Toward a Dialectic View of Participation
Quelle	In: Journal of Curriculum Studies, 38 (2006) 6, S.679-700 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
Schlagwörter	Teaching Methods; Figurative Language; Case Studies; Classroom Environment; Classroom Research; Kindergarten; Foreign Countries; Interaction Process Analysis; Student Participation; Phenomenology; Hands on Science; Learning Processes; Brazil + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Klassenklima; Unterrichtsklima; Ausland; Prozessanalyse; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Phenomenological psychology; Phänomenologie; Psychologie; Learning process; Lernprozess; Brasilien
Abstract	One important challenge for researchers is to understand what happens inside classrooms that make the environment available for children's learning. This study develops the margin\|centre dialectic as a general framework for describing participation of very young children in science-related activities. It employs a cultural-historical approach that goes beyond the classical theories and allows one to see learning as participation through a dialectical lens. The contradictions inherent in the concept of participation can be examined through the metaphor of the dialectical union of margin and centre, which, as with all dialectical units, embodies contradictions that constitute the drivers of change. This study analyses the events in a classroom of 4-year-old children in a public Brazilian kindergarten school focusing on the interactions that occur during a hands-on activity about an exploration of a physical-world phenomenon. The case study shows that (a) young children's participation is more than following teacher's instruction, (b) learning is a process of change in and through concrete social practice, and (c) viewed through the metaphor of margin and centre, participation and learning are constituted dialectically between individual and collective. (Contains 6 figures and 4 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10