Session Information
19 SES 10 B, Subjection and Subjectification as Learners
Symposium
Contribution
Drawing on an approach to agency as mediated through human interaction and semiotic tools, this paper is about the understanding of how, in culturally and linguistically diverse classrooms, the construction of the social organisation of learning-teaching settings enables children to enact agency in different ways in the sense of “strategic making and remaking of selves” through their participation in literacy events. The moment by moment analysis of events that were opened to all the children’s first languages shows that children can make things happen in a sense that a collaborative organisation of learning is co-constructed with changing social roles for the children drawing on their language and reading resources in their diverse languages, skills and challenges being kept in a balance. A sociocultural and micro-ethnographic approach were used for the study of the videotaped events collected in a recent ethnographic project on children’s plurilingual literacies in Luxembourg. Comparing the analysis of events initiated by children to other events initiated and differently constricted by teachers, I will identify some fundamental systemic characteristics of the activity systems enabling the co-construction of learning-teaching designs that foster empowering enactments of agency at the boundaries of the institutional curriculum and the children’s histories.
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