The Case of the Missing Childhoods: Methodological Notes for Composing Children in Writing Studies

Autor/in	Dyson, Anne Haas
Titel	The Case of the Missing Childhoods: Methodological Notes for Composing Children in Writing Studies
Quelle	In: Written Communication, 30 (2013) 4, S.399-427 (29 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-0883
DOI	10.1177/0741088313496383
Schlagwörter	Stellungnahme; Writing (Composition); Childrens Writing; Researchers; Data Collection; Research Methodology; Social Influences; Ethnography; Peer Influence; Sociocultural Patterns; Global Approach; Child Development; Literacy; Student Diversity; Educational Research; Early Childhood Education; Elementary Education + Suchen Sie Ihr Suchwort? Schreibübung; 'Children''s writing; Writing; Child; Children; Children''s writings'; Kinderschrift; Schreibstil; Kind; Kinder; Researcher; Forscher; Data capture; Datensammlung; Research method; Forschungsmethode; Sozialer Einfluss; Ethnografie; Soziokulturelle Theorie; Globales Denken; Kindesentwicklung; Alphabetisierung; Schreib- und Lesefähigkeit; Bildungsforschung; Pädagogische Forschung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Elementarunterricht
Abstract	Writing studies has been an intellectual playground dominated by the "big kids." If we are to understand how writing becomes "relevant" to children as children, then we must study them, not for who they are becoming, but for who they are in life spaces shared with other children. This essay on the methodology entailed in studying writing in young school children's worlds rests on a cultural studies perspective on childhoods and plays with a sociocultural perspective on literacy development. The methodological challenges entail (a) researcher positionality that allows a dynamic, multilayered view of classroom contexts; (b) data collection decisions allowing one to trace the trajectories of official and unofficial (child-controlled) communicative practices and their interplay; (c) a socially embedded view of the semiotics and functionality of literacy; and (d) a global consciousness that constrains a long-standing rush to generalization based on observational studies of Western, often privileged children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10