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Children's Voices
Talk, Knowledge and Identity
 
 
Palgrave Macmillan
 
 
 
 
 
01 Nov 2005
|
£70.00
|Hardback Print on Demand
  
9781403933300
||
 
 
18 Oct 2007
|
£24.99
|Paperback Print on Demand
  
9781403933317
||
 
 
eBooks ebook on Palgrave Connect ebook available via library subscriptions ebook on ebooks.com 
 
 


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DescriptionReviewsContentsAuthors

Children's Voices shows how children at the brink of adolescence use collaborative verbal strategies, stories of personal experience and the reworked voices of others to investigate their social world and forge their own identities. Drawing on linguistic ethnography and poststructuralist theory, Janet Maybin develops an analytic approach which can unpick the dynamic complexity of children's different uses of talk across the school day.


Description

Children's Voices shows how children at the brink of adolescence use collaborative verbal strategies, stories of personal experience and the reworked voices of others to investigate their social world and forge their own identities. Drawing on linguistic ethnography and poststructuralist theory, Janet Maybin develops an analytic approach which can unpick the dynamic complexity of children's different uses of talk across the school day.


Reviews

'It is not often that you are gripped by an academic book. I read Janet Maybin's book through in almost one reading, gripped by the range of insights she offers into children's off-record talk, her judicious use of social and cultural theory, her many new insights into the significance of styling and voicing emotion and evaluation in everyday dialogue, her careful building of new ways of talking about and describing talk among children. This is a highly significant contribution to language in education, to our understandings of language use and multiple but hitherto unnoticed aspects of the ways knowledge is constructed. It is a book that is likely to refocus educational research for many years to come, shifting the research landscape to the importance of talk outside the classroom for our understanding of 'official' talk inside the classroom. It is a book that is written in a lively and engaging style. In fact, it is a book that is not just gripping; it is genuinely groundbreaking.' - Ron Carter, Professor of Modern English Language, Nottingham University, UK


'Most impressive are the ways in which the work brings to life hybridity, emotion, and moral evaluation...Children's Voices serves as an important exemplar of the artful ways young people fashion lives and learning through dialogue, and of the compelling need for ethnographers, educators and linguists to find equally artful ways to render their accounts of language and learning.' - Deborah Hicks, Professor of Education and Women's Studies at Duke University, North Carolina, USA
'This book will be a valuable resource for educational researchers as well as teachers seeking to understand the importance of informal talk and the complexities of different forms of children's talk across official and unofficial school spaces and throughout the school day.' - Dennis Kwek, Language and Education, 22:2, 2008 


Contents

Acknowledgements
Transcription Conventions
INTRODUCTION
Focussing on the Margins
Conceptualising Voice and Meaning-making
Outline of the Chapters
PART 1: SETTING THE SCENE
Shifting the Lens
The Researcher in the Data
From Context to Contextualisation
From Dialogue to Dialogicality
Evaluation, Socialisation and Identity
Towards a More Dynamic Language of Description
PART 2: CONTEXT, GENRE AND FRAMES
Switching Contexts
The Generic Production of Meaning
The Intertextual Construction of the Present
Microcontexts: Manipulating Frames
Conclusion
PART 3: DIALOGUE AND COLLABORATION: GIRLS AND BOYS
The Duet of Friendship
Producing Unformalised Knowledge in Group Talk
Gender, Communicative Style and Identity
Conclusion
PART 4: REPORTED VOICES AND EVALUATION
Representing Voices: Grammatical and other Cues
Invoking and Evaluating People
Recreating Events
Evaluation in Projected Speech and Reported Thought
Conclusion
PART 5: ARTICULATING DIALOGUE: AGENCY AND GENDER IN CHILDREN'S ANECDOTES
Representing Experience and Exploring the Self
Three Levels of Narrative Meaning
Indexicalisation and Dialogic Relationships
Conclusion
PART 6:NARRATIVE REFLECTIONS AND MORAL COMPLEXITIES
Articulating Moral Stances
Beleaguered Positions
Divided Loyalties
Conclusion
PART 7: SCHOOLED VOICES
A Framework for Understanding Reproduced Voices
Repetition and Appropriation in Teacher-Pupil Dialogue
Reproducing Authoritative Voices: Appropriation and Styling
Framing Work and Play
Conclusion
PART 8: OFFICIAL AND UNOFFICIAL LITERACIES
Official Literacy: Power, Procedure and Product
Hybrid Practices
Unofficial Literacy
Personal Writing: Identity and Regulation
Conclusion
CONCLUSION
Notes
References
Index


Authors

JANET MAYBIN is a Senior Lecturer in Language and Communication at the Open University, UK. She has written extensively for Open University courses on language, literacy and learning, and also researches and writes on children's and adults' informal language and literacy practices. She originally trained as a social anthropologist.