By Claudio Baraldi
This e-book explores the meanings of academic interactions which target to advertise peace and confident relationships. This research is predicated on theories of conversation and energetic participation in schooling structures, particularly in intercultural settings. The publication investigates the cultural presuppositions of dialogues which may empower contributors’ expressions in interactions during the administration of discussions and conflicts. those presuppositions are saw within the use of language in contributors’ narratives and interactions. The publication attracts at the fine-grained research of a giant corpus of questionnaires, interviews and videotaped interactions gathered in 12 camps promoted through CISV (Children’s foreign summer season Villages), a global enterprise that is energetic in 70 nations. The research encompasses either organisational conferences and academic actions concerning adults, young ones and young people of numerous nationalities, and indicates the significance of the several ways that the adults who coordinate those conferences and actions act and use language. those other ways of appearing in interactions can advertise either empowering dialogues and disempowering monologues, with very important results for the fulfilment of academic reasons. For its contents, theoretical framework and technique, the publication might be of curiosity for educators, lecturers, specialists in mediation, students and scholars in cultural sociology, sociolinguistics, conversation experiences, discourse stories and discussion stories.
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Additional info for Dialogue in Intercultural Communities: From an educational point of view (Dialogue Studies)
Researchers need to justify their selections rather than “measure” the information collected. If research is considered construction of meanings, then its methodology has the task of making the choices made by researchers in their systematic observation non-random, coherent and transparent. Methodology is the result of the theoretical assumptions in their relations with the programs and the object of the observation. Therefore methodology supports the coherence of the act of observing rather than the results of what is observed.
Ways in which empowering dialogue can enhance education and children’s participation. 4. Relationships between empowering dialogue and intercultural communication. CISV activities imply expert guidance of dyadic interactions, including interactions between expert adults and groups of children. CISV organisational meetings require some kind of direction, supervision and coordination. However, interactions during activities and organisational meetings are frequently mediated. The difference between expertise and mediation deserves particular attention, specifically in its relationship with empowering dialogue.
There is a great linguistic gap between children who are either native speakers of English or are very proficient in English as a second language, on the one hand, and children who speak poor or sometimes very poor English on the other hand. The latter have major difficulties in participating in the activities. The limits of communication in a lingua franca are evident above all in the most complex activities, where verbal participation is important and children’s contributions are restricted by their linguistic difficulties.
Dialogue in Intercultural Communities: From an educational point of view (Dialogue Studies) by Claudio Baraldi