Children As Storytellers. Migrant Narratives in Primary Schools
The methodology of SHARMED is centred around Project-Based Workshops (PBWs), applying dialogic teaching to engage children in extended narratives originating from memories elicited by visual materials. As storytellers, migrant-background learners are given a voice, towards their inclusion in the educational context. Dialogic teaching is based on the acknowledgment that children are active participants in constructing social practices (James,Jenks&Prout,1998; Baraldi&Iervese,2014), creating conditions in which all participants can contribute, mutually encouraging each other to participate actively (Mercer&Littleton, 2007).
The presentation focuses on children's narrative concerning experiences of migration and inclusion in the English education system, in particular with concern to the interrelation of language adaptation and participation in the education system. The promotion of children’s narratives support a phenomenological description of their life-world. The discussion will develop around the main themes emerging from children's narratives: 1) the ambiguous status of native language vis-a-vis the language of education and peer-relationship; 2) dynamics of marginalisation based on system's expectation of failure, and children's rejection of sch categorisation through active participation in peer-groups, 3) the multicultural classroom as a social space where migrant (and non-migrant) children become agents of cultural hybridization and social. The presentation concludes by asking how far these narrated experiences challenge hegemonic representations of children as inhabiting spaces of marginality in society.