Aronsson2018
| Aronsson2018 | |
|---|---|
| BibType | INCOLLECTION |
| Key | Aronsson2018 |
| Author(s) | Karin Aronsson |
| Title | Social choreographies and informal learning in everyday family life |
| Editor(s) | Nina Kahnwald, Vicki Täubig |
| Tag(s) | EMCA, Children, Learning, Identity, Participation framework, Socialization, Alignment |
| Publisher | Springer |
| Year | 2018 |
| Language | English |
| City | Wiesbaden |
| Month | |
| Journal | |
| Volume | |
| Number | |
| Pages | |
| URL | Link |
| DOI | 10.1007/978-3-658-15793-7_2 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | Informelles Lernen: Standortbestimmungen |
| Chapter | |
Abstract
This chapter documents conversational practices in everyday family life, analyzing ways in which children and adults orient to each other and specific events aligning with or disaligning from each other. The data draw on video ethnographies of everyday life, analyzing the micropolitics of children’s lives with siblings, peers, parents, and other adults. Informal learning is understood as a collaborative affair, where both children and adults mutually align with and disalign from each other: repeating, rephrasing, subverting, or reshaping each other’s conversational contributions, and getting to know what matters and what is “good taste”/“bad taste” within the social order at hand. The informal teaching/learning of what constitutes the local order of dinnertime events, pediatric visits, or computer gaming is a versatile and dialogical affair where children attend to the verbal and nonverbal social actions of peers, siblings, parents, and other adults, but where adults are also influenced by children as part of the social choreographies of everyday life practices.
Notes
