Show simple item record  

dc.contributor.authorWhite, Elizabeth Jayne
dc.date.accessioned2012-08-27T22:15:45Z
dc.date.available2012-08-27T22:15:45Z
dc.date.issued2011
dc.identifier.citationWhite, E J. (2011). “Now you see me, now you don't": Dialogic loopholes in authorship activity with the very young. International Society for Cultural and Activity Research: ISCAR Congress Rome. 5-10 September 2011.en_NZ
dc.identifier.urihttps://hdl.handle.net/10289/6595
dc.description.abstractThe genesis for this paper lies in the problematic nature of assessment practice, as a central authorship activity, for early childhood education teachers. This paper draws on dialogic philosophy to explore this challenge based on a doctoral investigation of a very young child (White, 2009) and the strategic means by which she reveals and conceals meaning through dialogic loopholes that are generated through eavesdropping tactics. The central argument made is that what can be seen and interpreted, when language is not shared between dialogic partners, is always and only an ontologic endeavour and never an epistemological truth. Seen in relation to the very young child, this tenet invites the potential to ‘see’ more and to move beyond narrow definitions of learning as an outcome of authorial intervention on the part of the teacher; to embrace uncertainty and difference as a central pedagogical stance; and to re-vision the infant as polyphonic hero in their own adventure plots.en_NZ
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.relation.urihttp://www.iscar2011.org/eng/info_iscar.phpen_NZ
dc.rights© 2011, The Author
dc.title“Now you see me, now you don't": Dialogic loopholes in authorship activity with the very youngen_NZ
dc.typeConference Contributionen_NZ


Files in this item

This item appears in the following Collection(s)

Show simple item record