Collaborative storytelling and hypothetical scenarios about romantic relationships among middle-school peers

Authors

  • Fredrik Andréasson Uppsala University

DOI:

https://doi.org/10.1558/rcsi.25185

Keywords:

peer interaction, romantic relationships, middle-school, hypothetical scenarios, focus group interviews, collaborative storytelling, ethnography, membership categorization analysis, talk in interaction

Abstract

This study examines how preteen children negotiate and make sense of romantic relationships and index relational norms and boundaries in collaborative storytelling. The analysis draws upon an interactional approach to storytelling and examines how participants collaboratively describe, reshape and elaborate hypothetical scenarios. The interactional approach to storytelling is combined with a sequential analysis of membership categorization work to explore how the peers organize their participation in storytelling practices, while invoking categories to negotiate appropriate and inappropriate romantic relationships. The study demonstrates how children use hypothetical scenarios to turn the storytelling into a time machine for moving across time and space, while orienting to gender, social class and age as central to making sense of romantic relationships in their peer culture.

Author Biography

  • Fredrik Andréasson, Uppsala University

    Fredrik Andréasson is a PhD and researcher at the Department of Education at Uppsala University in Uppsala, Sweden. His research interest are in micro-ethnographic and interactional approaches to children’s relational work in everyday peer interaction and local peer cultures in different social contexts.

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Published

2023-12-21

Issue

Section

Articles

How to Cite

Andréasson, F. (2023). Collaborative storytelling and hypothetical scenarios about romantic relationships among middle-school peers. Research on Children and Social Interaction, 7(2), 161–189. https://doi.org/10.1558/rcsi.25185