Difference between revisions of "Danby2009"
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| − | |Author(s)=Susan Danby; | + | |Author(s)=Susan Danby; |
|Title=Childhood and social interaction in everyday life: An epilogue | |Title=Childhood and social interaction in everyday life: An epilogue | ||
|Tag(s)=EMCA; Childhood; Children; Social interaction; Everyday Life; Talk-in-interaction; Communicative Practices | |Tag(s)=EMCA; Childhood; Children; Social interaction; Everyday Life; Talk-in-interaction; Communicative Practices | ||
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|Number=8 | |Number=8 | ||
| − | |Pages= | + | |Pages=1596–1599 |
|URL=http://www.sciencedirect.com/science/article/pii/S0378216608002117 | |URL=http://www.sciencedirect.com/science/article/pii/S0378216608002117 | ||
| − | |DOI= | + | |DOI=10.1016/j.pragma.2008.06.015 |
|Abstract=The epilogue pulls together the conceptual and methodological significance of the papers in the special issue exploring childhood and social interaction in everyday life in Sweden, Norway, United States and Australia. In considering the special issue, four domains of childhood are identified and discussed: childhood is a social construct where children learn how to enter into and participate in their social organizations, competency is best understood when communicative practices are examined in situ, children's talk and interaction show situated culture in action, and childhood consists of shared social orders between children and adults. Emerging analytic interests are proposed, including investigating how children understand locations and place. Finally, the epilogue highlights the core focus of this special issue, which is showing children's own methods for making sense of their everyday contexts using the interactional and cultural resources they have to hand. | |Abstract=The epilogue pulls together the conceptual and methodological significance of the papers in the special issue exploring childhood and social interaction in everyday life in Sweden, Norway, United States and Australia. In considering the special issue, four domains of childhood are identified and discussed: childhood is a social construct where children learn how to enter into and participate in their social organizations, competency is best understood when communicative practices are examined in situ, children's talk and interaction show situated culture in action, and childhood consists of shared social orders between children and adults. Emerging analytic interests are proposed, including investigating how children understand locations and place. Finally, the epilogue highlights the core focus of this special issue, which is showing children's own methods for making sense of their everyday contexts using the interactional and cultural resources they have to hand. | ||
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Latest revision as of 11:34, 23 November 2019
| Danby2009 | |
|---|---|
| BibType | ARTICLE |
| Key | Danby2009 |
| Author(s) | Susan Danby |
| Title | Childhood and social interaction in everyday life: An epilogue |
| Editor(s) | |
| Tag(s) | EMCA, Childhood, Children, Social interaction, Everyday Life, Talk-in-interaction, Communicative Practices |
| Publisher | |
| Year | 2009 |
| Language | |
| City | |
| Month | |
| Journal | Journal of Pragmatics |
| Volume | 41 |
| Number | 8 |
| Pages | 1596–1599 |
| URL | Link |
| DOI | 10.1016/j.pragma.2008.06.015 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
The epilogue pulls together the conceptual and methodological significance of the papers in the special issue exploring childhood and social interaction in everyday life in Sweden, Norway, United States and Australia. In considering the special issue, four domains of childhood are identified and discussed: childhood is a social construct where children learn how to enter into and participate in their social organizations, competency is best understood when communicative practices are examined in situ, children's talk and interaction show situated culture in action, and childhood consists of shared social orders between children and adults. Emerging analytic interests are proposed, including investigating how children understand locations and place. Finally, the epilogue highlights the core focus of this special issue, which is showing children's own methods for making sense of their everyday contexts using the interactional and cultural resources they have to hand.
Notes
