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Personal stories told by children can foster their participation in knowledge production

What is it about?

The promotion and enhancement of dialogue and dialogic negotiations in educational contexts can create conditions to increase the rights and responsibilities of pupils in knowledge production. When children are given space to tell their personal stories and experiences, this impacts the ways they position and present themselves in social contexts, thus fostering opportunities for social change.

Why is it important?

Children participate in social dynamics as well as adults. However, while the agency of adults is frequently considered and investigated, the ways in which children choose what to narrate, how to narrate it and the impacts these choices have on the ways they present themselves in social interactions are still weakly explored.

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The following have contributed to this page:
Sara Amadasi
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