I can tell it as it is!: Exploring how children write and talk about themselves in school
2006 (English)In: Ethnography and Education, ISSN 1745-7823, E-ISSN 1745-7831, Vol. 1, no 2, 231--246 p.Article in journal (Refereed) Published
This paper asks what and how some children tell others about themselves and the life they live at home and in school. Drawing on data collected through ethnographic observations, interviews and children's written texts about themselves, the article illustrates the meanings children create and attach to their everyday experience of interactions with adults and other children. Family, friends, pets, school and leisure activities occupy much space in the children's writings. Some of the texts include the placement of self in a positive interpersonal context both at home and at school, with a focus on the importance of these relationships for the children. Some others contain children's negative feelings at home or towards the school. These children blame themselves for their negative feelings in their texts. At the same time, they write about not having a voice when it comes to important decisions concerning their life. They can tell/write it as it is, but they cannot participate in decision-making when it comes to problematic situations.
Place, publisher, year, edition, pages
2006. Vol. 1, no 2, 231--246 p.
Identity, childhood, self presentation, positioning
Research subject Curriculum Studies
IdentifiersURN: urn:nbn:se:uu:diva-221267DOI: 10.1080/17457820600715448OAI: oai:DiVA.org:uu-221267DiVA: diva2:708257