Storytelling Practices in Home and Educational Contexts: Perspectives from Conversation Analysis
DOI:
https://doi.org/10.1558/rcsi.26728Keywords:
book review, Storytelling Practices in Home and Educational Contexts, Anna Filipi, Binh Thanh Ta, Maryanne TheobaldAbstract
Storytelling Practices in Home and Educational Contexts: Perspectives from Conversation Analysis
Edited by Anna Filipi, Binh Thanh Ta, and Maryanne Theobald
(Springer, 2022)
References
Georgakopoulou, A. (2007). Small Stories, Interaction and Identities. John Benjamins. https://doi.org/10.1075/sin.8
Goodwin, C. (2018). Co-operative Action. Cambridge University Press. https://doi.org/10.1017/9781139016735
Hedges, H. & Jones, S. (2012). Children’s working theories: The neglected sibling of Te Whariki’s learning outcomes. Early Childhood Folio, 16(1), 34–39. https://doi.org/10.18296/ecf.0140
Jefferson, G. (1972). Side sequences. In D. Sudnow (ed), Studies in Social Interaction (pp. 295–331). Free Press.
Lave, J. (1988). Cognition in Practice: Mind, Mathematics and Culture in Everyday Life. Cambridge University Press. https://doi.org/10.1017/CBO9780511609268
Rogoff, B. (2003). The Cultural Nature of Human Development. Oxford University Press.
Sacks, H. (1984). Doing “being ordinary.” In J. M. Atkinson & J. C. Heritage (eds), Structures of Social Action: Studies in Conversation Analysis (pp. 413–429). Cambridge University Press. https://doi.org/10.1017/CBO9780511665868.024
Sacks, H. (1995). Lectures on Conversation (Vols. 1–2). Blackwell Publishing. https://doi.org/10.1002/9781444328301
Seghal, P. (2023, July 10 & 17). Tell no tales. The New Yorker, 68–72.
Vygotsky, L. S. (1978). Mind in Society. Harvard University Press.
