This study examines how preadolescent African American students in Washington, D.C., used a linguistic practice called ‘joning,’ a style of verbal play similar to ritual insults, in peer interactions. Sociolinguists have focused on how children socialize each other into vernacular styles appropriate for peer group use but often assume that they disalign with social and linguistic norms for classroom behavior. Drawing from a nine‐month ethnographic study that the author conducted in an after‐school program, this article analyzes the structure and function of joning as a vernacular style of African American Vernacular English and its uses in constructing classroom identities. Joning often facilitated student learning, but it was perceived as a socially and physically risky linguistic practice because of its uses as conflict talk in the local community. Focusing on preadolescence as a key stage of language socialization, this article shows how minority students modify peer‐learned linguistic practices to pursue academic success on their own terms. 相似文献
This paper examines family interactions between mothers and children in single‐parent‐by‐choice (SPBC) families in Spain. The data is part of a larger multi‐sited ethnographic study focused on emergent family structures that examined families formed by women who began their family projects through adoption or assisted reproduction. Single‐mothers‐by‐choice formulate various socialization goals that are tied to the complexities of their non‐conventional family project. These goals are also realized in daily conversation, particularly when families talk about future events in their lives. Our findings expand existing family language socialization research in Western contexts, which has primarily focused on conventional two‐parent families, and invite developing a stronger dialogue between family language socialization research and current debates on changing kinship structures in post‐industrial societies. Este trabajo examina interacciones entre madres e hijos/as en familias de madres solteras por elección (MSPE) en España. Los datos provienen de una investigación etnográfica multi‐lugar más amplia centrada en modelo familiares emergentes que estudió a familias formadas por mujeres solas que han comenzado su proyecto familiar a través de la reproducción asistida o la adopción. La madres solteras por elección formulan varias metas de socialización que están ligadas a las complejidades y demandas de su proyecto familiar no convencional. Estos objetivos también se plasman en conversaciones cotidianas, especialmente cuando las familias hablan sobre eventos futuros en su vidas. Nuestros resultados amplían la investigación sobre socialización lingüística familiar en contextos occidentales, que se ha centrado principalmente en familias bi‐parentales convencionales, e invitan a desarrollar un diálogo más fructífero entre la investigación sobre socialización lingüística familiar y los debates actuales en torno a cambios en los patrones de parentesco en sociedades post‐industriales. [Spanish] 相似文献
This article investigated how work narratives of dual-earner families are materially and symbolically configured in discourses of reconciliation of work and home life. Following critical studies of the work–family interaction, this research takes into consideration symbolic and social structures and tries to look into the interrelation of factors such as job resources, job satisfaction, levels of autonomy with the self-esteem and sense of ‘self’ which parents derive from their paid work. Hochschild's concept of ‘emotional culture’ is used to explore how parents' experience of work is intertwined to their occupational groups and how it is associated with different narratives of work–family interaction. This study is conducted through qualitative methods, using in-depth semi-structured interviews on a sample of 27 dual-earner families. The data collected are composed of in-depth accounts that are then examined through the method of narrative analysis. The data indicate that, for divergent occupational levels, work generates different material and symbolic resources, which account for divergent narratives of work and home. The sociological analysis of occupational levels with the associated emotional culture of work and family then provides an exploratory model for understanding the links between social class and work–family interaction. 相似文献
This article analyses intercultural education outcomes produced in the setting of teaching Italian as a second language (ISL) in an Italian school. Intercultural education is produced in interactions which are based on specific cultural presuppositions, i.e. expectations regarding learning, role hierarchy and evaluation of student performances. Sixteen hours of interactions associated with ISL teaching in a multicultural classroom were audiotaped, transcribed and analysed. The analysis highlights three ways in which cultural diversity becomes meaningful. First, cultural diversity is constructed as one task of learning. Second, cultural diversity is constructed as conflictive interaction. Third, cultural diversity is constructed as a point of departure for positive school performance. These three ways of giving meaning to cultural diversity reveal a prevailing ethnocentric form of ISL teaching, as a consequence of educational presuppositions which do not take the difficulties of intercultural communication seriously. Recently, ‘dialogue’ has been invoked to address ethnocentrism; however, the conditions of effective intercultural dialogue are uncertain.
Questo articolo analizza l’educazione interculturale prodotta nell’insegnamento dell’italiano come seconda lingua (ISL) in una scuola italiana. L’educazione interculturale è realizzata in interazioni che sono basate su specifici presupposti culturali, che sono aspettative di apprendimento, di gerarchie di ruolo e di prestazioni degli studenti. L’educazione interculturale si occupa del problema della diversità culturale, basata su presupposti culturali diversi che emergono nella comunicazione. Sono state audioregistrate, trascritte e analizzate 16 ore di interazione durante l’insegnamento di ISL in una classe multiculturale: l’analisi ha evidenziato tre modi in cui la diversità culturale è resa significativa. La diversità culturale è costruita anzitutto come compito di apprendimento, in secondo luogo come interazione conflittuale, infine come punto di partenza per conseguire una prestazione scolastica positiva. Questi tre modi di costruire la diversità culturale rivelano una forma prevalente di tipo etnocentrico per l’insegnamento ISL, che è una conseguenza di presupposti educativi che non permettono di prendere seriamente le difficoltà della comunicazione interculturale. Recentemente, si è proposto di usare il ‘dialogo’ per superare l’etnocentrismo; tuttavia c’è incertezza sulle condizioni di un dialogo interculturale efficace. 相似文献
This qualitative study focuses on the different ways time is experienced by children in families who face time challenges because of a family member's job that required work travel. Data are from a family‐level study that includes interviews of all family members older than age 7. Using grounded theory methodology, this study illustrates the ways in which job demands and family processes interact. The analysis centers on 75 children's perspectives from 43 families. Holding together assessments of having enough time while wanting more time with their parents, children express emotion, generally unrecognized by parents, around the topic of family time. Children's experience of time with parents is rushed or calm, depending on the activities done in time and the gender of the parent with whom they spend time. Findings are interpreted through a feminist social constructionist lens. 相似文献