Abstract
This chapter includes illustrative excerpts, transcribed from the video recording of real interactions during project-based approach workshops to illustrate how each category of facilitative action supported children’s agency. The selection of excerpts was not motivated by an intention to represent everything that happened during the project-based approach workshops. Rather, the excerpts were chosen to exemplify all the ways in which, in the corpora of data produced, each type of facilitative action supported children’s participation in the interactions as authors of knowledge.
Authorship of narrative was understood as a form of agency because it is based on children’s autonomous choices to share stories, to comment on others’ stories, or to interlace new stories with an ongoing one. The observation of facilitation was founded on the idea of talk as context-shaped but also context-renewing. Each action-in-interaction relates to a local context made by previous actions (context-shaped); it also contributes to shape the local context for the next action (context-renewing). The idea of talk as context-shaped but also context-renewing made it possible to evaluate how facilitative actions shaped talk-in-interaction, making it a favourable local context for children’s access to the agentic status of authors of knowledge.
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Farini, F., Scollan, A. (2023). How Did It Go? Building Knowledge Together with the Help of Facilitative Actions. In: Pedagogical Innovation for Children's Agency in the Classroom. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-28501-1_5
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