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Sibling negotiations and the construction of literacy events in an urban area of Tanzania
ARTICLE

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International Journal of Educational Development Volume 32, Number 6, ISSN 0738-0593 Publisher: Elsevier Ltd

Abstract

This study presents findings from analyses of naturally occurring literacy events, where children jointly focus on reading and writing letters of the alphabet, illustrating social constructions of learning created through language and embodied action. Video recorded data from two different families living in an urban low-income area in Tanzania is presented to illustrate the findings. The analysis shows how participation frameworks are negotiated in terms of symmetries and asymmetries between younger and older siblings with both older and younger siblings initiating these frameworks: older siblings using different directives to guide the younger child's focus of attention and younger children both following and resisting such strategies.

Citation

Frankenberg, S.J., Holmqvist, R., Rubenson, B. & Rindstedt, C. (2012). Sibling negotiations and the construction of literacy events in an urban area of Tanzania. International Journal of Educational Development, 32(6), 773-786. Elsevier Ltd. Retrieved September 19, 2019 from .

This record was imported from International Journal of Educational Development on January 28, 2019. International Journal of Educational Development is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.ijedudev.2011.08.007

Keywords