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Enculturation into inclusion, protecting what ‘is’, and changed acting: Exploring children's break-time table tennis playing
Stockholm University, Faculty of Social Sciences, Department of Education.ORCID iD: 0000-0003-3287-5613
2016 (English)In: Learning, Culture and Social Interaction, ISSN 2210-6561, E-ISSN 2210-657X, Vol. 8, 88-96 p.Article in journal (Refereed) Published
Abstract [en]

School day breaks are time–space pockets in between organized, scheduled lessons during the school day. This study analyzed what a group of 16 children, aged 10 and 11 years, in a Swedish school class, did in the outdoor table tennis area of their schoolyard during breaks. The observational data was produced during eight consecutive school days, including 19 breaks, and analyzed through the lens of cultural historical activity theory (Vygotskij, 1978; Leontiev, 1978) emphasizing the dynamics of the demands and motives in this particular activity setting. The children were the co-producers of a multi-motive oriented break-time practice. They were enculturated into inclusion, tolerance and respect through a process of becoming, which involved their engagement into microgenetic movements as a coping with the mismatch between demands and motives using certain abilities—the ability to change practices, the ability to protect what ‘is’ and the ability to quit certain actions by motive reorientation—as tools for change and for non-change. This conceptualizing of “learning cultural competence” (van Oers, 2010) enables us to adopt a more nuanced view of collectividual enculturation processes in a certain activity set- ting. Such understandings enrich the discussion on how to support for a play even more inclusive. 

Place, publisher, year, edition, pages
2016. Vol. 8, 88-96 p.
Keyword [en]
Break-time practice, Cultural historical, Demands, Enculturation, Inclusion, Motives
National Category
Educational Sciences
Research subject
Didactics
Identifiers
URN: urn:nbn:se:su:diva-131721DOI: 10.1016/j.lcsi.2015.12.005OAI: oai:DiVA.org:su-131721DiVA: diva2:941601
Available from: 2016-06-22 Created: 2016-06-22 Last updated: 2017-03-24Bibliographically approved
In thesis
1. Dialectics of Negotiagency: Micro Mechanisms in Children’s Negotiation in Play Activity
Open this publication in new window or tab >>Dialectics of Negotiagency: Micro Mechanisms in Children’s Negotiation in Play Activity
2017 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

This study is about the children in a fourth and fifth grade Swedish primary school class and their play during breaktimes. The study takes the theoretical point of departure in seeing children’s breaktime play as a cultural historical activity. The overarching research problem concerns breaktime play emphasising the phenomena of children’s negotiation, participation and agency. It concerns how breaktime play takes shape and which capacities children possess, who are breaktime play literate, to participate and to uphold play. What is the significance of children’s capacity to negotiate rules and roles? How do they use culturally, historically developed objects and motives to transform and expand established versions of play and games? The research problem foregrounds how the play activity emerges, is carried out and how participation is enabled through negotiation. The aim of the study is to explore the phenomena of children’s negotiation and agency in dialectical change processes in breaktime play activity. The questions explored are: 

RQ: What are the mechanisms in dialectical processes of collectividual action and collective object transformation in children’s play activity? 

  • How does the play activity emerge?
  • How does the object of the play activity transform?

The data consists of field notes from participant observations and of audio memos. Audio memos, short smartphone recordings of the children’s verbal reflections on aspects of their actions and experiences, were continuously produced to get the children’s verbal reflections in the immediacy of acting. Various documents and interviews form additional data. The findings show how the children negotiate involvement, rules, role set-up and the hierarchy of demands as a continuous elaboration of the conditions to establish and maintain boundaries of playfully accomplished activity. The notion of negotiagency is introduced, uncovering that breaktime play literacy does not occur in the children’s minds apart from social interaction but develops in and through negotiation. Negotiagency emerges and is realised when the children are engaged in a playfully accomplished activity. The dialectical processes of collectividual action and collective object transformation in playfully accomplished activity are enabled through negotiation. This whole mechanism is referred to as Dialectics of Negotiagency.

Place, publisher, year, edition, pages
Stockholm: Department of Education, Stockholm University, 2017. 111 p.
Series
Doktorsavhandlingar från Institutionen för pedagogik och didaktik, 50
Keyword
activity theory, agency, breaktime, children, collectividual, cultural historical activity theory, demands, development, double stimulation, enculturation, motives, negotiagency, negotiation, play, transformation
National Category
Educational Sciences
Research subject
Didactics
Identifiers
urn:nbn:se:su:diva-140954 (URN)978-91-7649-666-4 (ISBN)978-91-7649-667-1 (ISBN)
Public defence
2017-05-12, Lilla hörsalen, Naturhistoriska riksmuseet, Frescativägen 40, Stockholm, 13:00 (English)
Opponent
Supervisors
Available from: 2017-04-19 Created: 2017-03-24 Last updated: 2017-04-11Bibliographically approved

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