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SARA AMADASI
Ricercatore Legge 240/10 - t.det.
Dipartimento di Studi Linguistici e Culturali
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Pubblicazioni
2023
- Dialogic negotiations of children’s narratives in classroom workshops
[Articolo su rivista]
Amadasi, Sara
abstract
This article investigates how dialogic negotiations contribute to the enhancement of pupils’ epistemic authority. The analysis was based on two interactions collected in a primary school and a higher secondary school in Italy, as part of a European research project promoting dialogue-based activities. The aim of the research was to investigate children’s agency and participation in changing their social and cultural conditions of hybrid integration. Their participation was promoted in different ways to facilitate dialogue, which enhanced dialogic negotiations and narrative interlacement. The analysis demonstrates that, through dialogic negotiations, children and adults shape the meanings of children’s personal stories together and create a network of interlaced narratives. Both these conditions impact on children’s participation in knowledge production and identity construction.
2023
- Epistemic authority and hybrid integration in the view of language ideologies in classroom discourse
[Capitolo/Saggio]
Righard, Erica; Svensson Källberg, Petra; Amadasi, Sara; Damery, Shannon; Slany, Krystyna; Droessler, Thomas
abstract
2023
- Participation and hybrid integration in primary and secondary schools
[Capitolo/Saggio]
Farini, Federico; Amadasi, Sara; Murray, Jane; Scollan, Angela; Ślusarczyk, Magdalena
abstract
2023
- “Seconde generazioni”: l’approccio sociologico
[Capitolo/Saggio]
Amadasi, Sara; Baraldi, Claudio
abstract
2022
- The child as a medium. Breakdown and possible resurgence of children's agency in the era of pandemic
[Articolo su rivista]
Amadasi, S; Baraldi, C
abstract
This paper deals with the unpredictable outbreak of the pandemic, explaining its impact on the education system, and with structural flexibility as a way to face unpredictability, based on the generalisability and coordination of manifestations of agency. The pandemic has enhanced a narrative of the child as a medium of learning, which undermines children's agency. The example of the research project CHILD-UP (Children Hybrid Integration: Learning Dialogue as a way of Upgrading policies of Participation) is used to show how children's agency and structural flexibility in classroom interactions can be supported and analysed.
2022
- The disruptive effect of a mango. Giving a voice to the unexpected in the study of the intercultural
[Articolo su rivista]
Amadasi, Sara
abstract
2021
- Facilitare l'ambivalenza: narrazioni di identità transnazionali
[Capitolo/Saggio]
Amadasi, Sara
abstract
2021
- Il bambino come medium. La crisi e la possibile ripresa della partecipazione dei bambini nell’era della pandemia
[Capitolo/Saggio]
Baraldi, Claudio; Amadasi, Sara
abstract
2021
- La rilevanza delle narrazioni e dei posizionamenti nello studio dell’interculturale
[Articolo su rivista]
Amadasi, Sara
abstract
2021
- Narrazioni e posizionamenti nella costruzione della diversità culturale
[Capitolo/Saggio]
Amadasi, Sara
abstract
2021
- Representations of Integration, Cultural Differences and the Intercultural in Questionnaires Collected with Professionals and Parents
[Articolo su rivista]
Amadasi, Sara; Ballestri, Chiara
abstract
In this article we present quantitative data collected in Italy for the CHILD-UP project, funded by the EU Horizon 2020 programme in the period 2019–2022.
The aim of this work is to focus on a specific topic which emerged during the analysis of the questionnaires collected within schools. This topic is the perceptions of professionals and parents on the issues of integration, cultural differences and the intercultural.
Starting from a theorization of these concepts, we focus on quantitative data collected in the first part of the project by means of questionnaires distributed in a number of schools in Modena, Reggio Emilia and Genova. These questionnaires were given to professionals, students, and parents in kindergartens, primary schools and lower and higher secondary schools. However, here we only focus on data collected from professionals and parents.
This data shows how participants express ambivalence and disorientation concerning representations of hybridization, celebration of cultural differences, understanding of problems related to intercultural differences and assimilation. Moreover, significant differences exist between professionals (teachers, mediators and social workers) and between professionals and parents, who seem more frequently interested in assimilation.
2021
- The Yin-Yang Relationship Between Essentialist and Non-essentialist Discourses Related to the Participation of Children of Migrants, and Its Implication for How to Research
[Articolo su rivista]
Amadasi, Sara; Holliday, Adrian
abstract
There is a complex relationship between the essentialist and non-essentialist discourses that respectively fail to and succeed in recognising the potential for participation which the children of migrants bring with them into new cultural settings. These competing discourses curl around each other within the structures of educational settings and within all the people involved, including the children themselves. A yin-yang framework helps us to see the nature of this entwined relationship and the hybridity which is the key to untangling it. It helps researchers to understand that getting to the bottom of what is going on is not straightforward and requires that they reassess who they are and how they should proceed. Sometimes it takes unusual and unexpected circumstances, such as those brought about by the emergency of the COVID-19 pandemic to shake their thinking-as-usual and to see the unexpected.
2020
- Facilitare la narrazione di culture di bambini migranti
[Articolo su rivista]
Amadasi, Sara; Baraldi, Claudio
abstract
2020
- Making Sense of the Intercultural. Finding DeCentred Threads
[Monografia/Trattato scientifico]
Holliday, Adrian; Amadasi, Sara
abstract
2020
- “He Was as If on the Moon”. The Relevance of Narratives Told by Teachers in the Understanding of Transnational Experiences Lived by Children
[Articolo su rivista]
Amadasi, Sara
abstract
2019
- Transnational Mobility and Education Continuity in Italian Compulsory Schools Teachers’ Narratives on Children’s Transnational Experiences
[Capitolo/Saggio]
Amadasi, Sara
abstract
2018
- Children Playing with Narratives. The Relevance of Interaction and Positioning in the Study of children’s transnational journeys.
[Capitolo/Saggio]
Amadasi, Sara
abstract
2018
- The Right to Be Transnational: Narratives and Positionings of Children with a Migration Background in Italy
[Capitolo/Saggio]
Amadasi, Sara; Iervese, Vittorio
abstract
This chapter presents a social system and an interactional theoretical approach to explore how theorising children in sociology has moved beyond mere interest in children’s `voice’ to one where children practice agency and contribute to the structuring of social systems.
The article explores how children with migrant background play with narratives of transnational mobility, claiming a sort of transnational citizenship.
Reflecting on how children's citizenship and rights relate, and how are affected by transnational mobility, allows to focus on children's active participation in social processes.
Through Positioning theory and interaction analysis applied to video-recorded extracts of workshops, we aim to explore the resources children activate in the interaction to deal with their travelling experiences and to construct and negotiate their identities inside the group in an institutional setting.
2018
- ‘I already have a culture.’ Negotiating competing grand and personal narratives in interview conversations with new study abroad arrivals
[Articolo su rivista]
Amadasi, S.; Holliday, Adrian
abstract
In an interview with a postgraduate student about her intercultural experience of recently arriving for study abroad, it was found that the two researchers and the student were engaged in a mutual exploration of cultural identity. The interview events became conversational and took the form of small culture formation on the go in which each participant employed diverse narratives to project, make sense of and negotiate expression of cultural identity. The student shifted between personal narratives drawn from her particular cultural trajectories and splintered from grand narratives of nation and global positioning, between non-essentialist threads and essentialist blocks. The researchers learned from her and intervened to facilitate shifts to non-essentialist threads, drawing on narratives from their own personal cultural trajectories, but sometimes also falling into essentialist blocks splintered from grand narratives. The roles of ideology and competing essentialist and non-essentialist discourses of culture were implicit in these negotiations, as were the personal agency of the student as she responded to the constraining conflicts, structures and hierarchies encountered through the events she spoke about. Rather than providing a picture of intercultural assimilation and integration, interculturality is revealed as a hesitant and searching negotiation, sometimes of vulnerability, wrong-footedness and occasional assault on identity. In un’intervista con una studentessa laureata, sulla sua esperienza interculturale di studio all’estero, è possibile osservare il coinvolgimento dei due ricercatori, così come dell’intervistata, in una mutua esplorazione dell’identità culturale. L’evento dell’intervista assume un tratto conversazionale, promuovendo la formazione di una small culture in movimento nella quale ogni partecipante impiega differenti narrazioni per proiettare, dare senso e negoziare espressioni di identità culturale. La studentessa si muove tra narrazioni personali modellate sulla base delle sue specifiche traiettorie culturali e scheggiate dalle grandi narrazioni relative alla nazione e al posizionamento globale, tra fili non essenzialisti e blocchi essenzialisti. I ricercatori apprendono da lei e intervengono per facilitare gli spostamenti verso fili non-essenzialisti, utilizzando a loro volta narrazioni provenienti dalle loro personali traiettorie culturali, ma cadendo talvolta loro stessi in blocchi essenzialisti che hanno la loro origine nelle grandi narrazioni. I ruoli dell’ideologia e dei discorsi essenzialista e non essenzialista relativi alla cultura, in conflitto tra loro, sono impliciti in queste negoziazioni, così come l’agency personale della studentessa che risponde attraverso gli eventi che racconta a elementi vincolanti quali conflitti, strutture e gerarchie. Invece di presentare una fotografia di assimilazione e integrazione interculturale, il presente articolo propone un’idea di intercultura come negoziazione esitante e minuziosa, talvolta caratterizzata da vulnerabilità, passi falsi e occasionali assalti identitari.
2017
- Block and thread intercultural narratives and positioning: conversations with newly arrived postgraduate students
[Articolo su rivista]
Amadasi, S.; Holliday, Adrian
abstract
This paper considers how, in the process of positioning that is implicit in every interaction, all of us employ multiple and often competing narratives when we talk about cultural identity and our relationships with new cultural environments. In interviews with newly arrived postgraduate students about their experience of travelling to study abroad, the students employ competing block and thread narratives. Block narratives represent an essentialist discourse of culture. As such, they are easily converted into cultural prejudice by blocking the possibility for understanding and sharing at the point of tolerating an Other who can never be like ‘us’. These are default narratives because of the way in which we are brought up in our societies within a global positioning and politics. Thread narratives instead support a critical cosmopolitan discourse of cultural travel and shared meanings across structural boundaries that act against cultural prejudice. Threads need to be nurtured as alternative forms of engagement. Therefore, there is a place for the researchers to intervene with their own thread narratives. This intervention is both allowed within and supported by an understanding that researchers join with their participants in the creative intercultural events of the interview.
2016
- Children and transnational identities in the context of compulsory schooling – Methodological notes from research conducted in Parma and Reggio Emilia/Italy
[Capitolo/Saggio]
Amadasi, Sara
abstract
2014
- Beyond belonging. How migrant children actively construct their cultural identities in the interaction.
[Articolo su rivista]
Amadasi, Sara
abstract