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[֨!g Gi&lm?_q\r4#c|ìT\$F}}*P 9})2Yi18ؒiC鹹:V}96=4s02 β9Trͥ21HzAPiU"B5D##cf m ˟fEK3f0|փ "#qW rQuQĻ΁kl<5`X0 G8d#C G2.X!H5*xh|Mw0o/"t<8aŁUl mHPF.C$=-JYIRQx ,#[tk1o f-U7At#OdR14YIq53)VWX;ނ`t*镎 =v0@b=Z@^r("ᜠ*(mSsX]xoS*6f( 2֨ye &Hvp 6RxO1ץR_(kb f?@|lNQ&UDXÕDF ǯZ(aCH< W00L'׹Tev.Ør•"S;dE^VHv2&u+h3&02&aj 0ϊĘ(qNuE4^2Z&A6-{Ƃ(@Rd: yE  /2mOzT\#*Ēt4"U$fFߝ\(cB5P @_Qe,  &/aB$6^F(NĐ#Dn G)޶!5ۑP.2+h"ĉ؄6''QMLa Q!*Р>ו0rĝ2hG Y~<22LA6ւe59%vmt}<ʡhu?Hd#SށHn3076֬B%PfW=[ 1mZg"i4 1.@=̍}+v:j:|# ٠|Gz |Em6\Ԍ1eԆ8>Z9Codk? 8&ML|R fߔH_pͧ]>󠎮fb7¯:Zf v#q֦."Eyqd>d 0ppp@ <4!d!d@k 0t<4dddd@k 0t <4BdBd@l 0t80___PPT10 pp? %~5 Engaged voices  dialogic interaction and the construction of shared social meaningsWW(.'The engaged voice must never be fixed and absolute but always changing, always evolving in dialogue with a world beyond itself.' (bell hooks, 1994, p11) Leora Cruddas Pupil voice and participation: pleasures, promises and pitfalls University of Nottingham May 22nd  23rd 2006Jn  ,pPolicy context Statutory guidance - requires headteachers, governors and local authorities to  give children and young people a say  MTwo assumptionsMaintains the binary distinction between student and teacher, child and adult  Voice assumes children will freely articulate a spontaneous, coherent and unadulterated view, consistent with individual conscience and own interests$E$Contested constructions of childhoodParent s  natural authority in child-adult relations Teacher authority imbued with social legitimacy  in loco parentis Binary relation between child and adult Giving children and young people a say  a form of benevolent paternalism?$hspt  Another viewAttempt to reverse the binary distinction between child and adult , to redress the power balance  the right of the child to have their say Renders the place of the adult (in listening to and/or representing/ speaking for) - and the operations of power - invisible Assumes essentialist notions of identity   voice gives direct access to fully present, coherent and rational self<}g*A critique of  voice It is not by chance that the though of being [in Heidegger s sense]& is manifested about all in the voice: in a language of words. The voice is heard (understood)  that undoubtedly in what is called conscience  closest to the self as absolute effacement of the signifier: pure auto-affection that necessarily has the form of time and which does not borrow from outside itself in the world or in  reality, and any accessory signifier, any substance of expression foreign to its own spontaneity. It is the unique experience of the signified producing itself spontaneously, from within the self, and nevertheless, as a signified concept, in the element of ideality or universitality. (Derrida, 1976: 20)6Z, !A new situation for voice/ speech Consciousness itself can arise and become viable only in the material embodiment of signs (Voloshinov, 1973: 11)  Inner speech is the dialogue between the subjective and the social  Voice is therefore always already filled with social-ideological content $\]  The need for a  new situation for voice in our work with children and young peopleTT Working with  sedimented histories Challenging  benevolent paternalism and tokenism  Voice work as a technology of power ( i Seeking to learn to speak to (rather than listen to or speak for)&  (Spivak, 1988: 295) 6Z(F $Speaking to/ with& The social event of verbal interaction  The living utterance, having taken meaning and shape at a particular historical moment in a socially specific environment, cannot fail to brush up against thousands of living dialogic threads, woven by social ideological consciousness around the given object of an utterance, it cannot fail to become an active participant in a social dialogue& The word in living conversation is directly blatantly, orientated toward a future answer-word: it provokes the answer, anticipates it and structures itself in the answer s direction. (Bakhtin, 1981: 276):'Z'Z': AIdeological becoming & the construction of shared social meaningsBB$ The tendency to assimilate others discourse takes on an even deeper and more basic significance in an individual s ideological becoming, in the most fundamental sense. Another s discourse performs here no longer as information, directions, rules, models and so forth  but strives rather to determine the very bases of our ideological interrelations with the world, the very basis of our behaviour; it performs here as authoritative discourse, and an internally persuasive discourse&  (Bakhtin, 1981: 342)^ZZ # #Dialogism as index of social change Our ideological development is just such an intense struggle within us for hegemony among various available verbal and ideological points of view, approaches, directions and values. The semantic structure of an internally persuasive discourse is not finite, it is open; in each of the new contexts that dialogize it, this discourse is able to reveal ever newer ways to mean&  (Bakhtin, 1981: 364)y ] z  Methodological pre-requisites@ Voice is not the pure expression of individual consciousness,  full being or  self ; it is the complex products of past meanings and sedimented histories enacted within a dialogic context The dialogic context exists in space/ time and is therefore located in a material reality and cannot be divorced from it The social event of verbal interaction is essential in moving imperfectly towards shared social meanings^Z#x#  h# A politics of hope Schools as dialogic spaces where we struggle together to create new meanings that reflect the kind of world we want to live inSome questions0What implications does this  new situation for voice have for working with children/ young people? What might the pleasures, promises and pitfalls be? ReferencesPBakhtin, M. (1981) The Dialogic Imagination Ed. Holquist, M, Trans. Emerson, C. and Holquist, M. Austin: University of Texas Press Derrida, J. 1974 Of Grammatology Trans. Spivak, G. London: John Hopkins DfES (2004) Working together: giving children and young people a say Spivak, G. (1988)  Can the subaltern speak? Marxism and the interpretation of culture Ed. Nelson, C. and Grossberg, L. Chicago: University of Illinois Press Voloshinov, M. (1973) Marxism and the philosophy of language Trans. Matejka, L. and Titunik, I. Harvard University Press )i49-)_&>)OAd , : /p!   0` ˽"i6ffff` ˽"i6ffff` MMMwww>?" dd@,|?" dd@   " @ ` n?" dd@   @@``PR    @ ` ` p>>  (    < "J @ rB  <g "`l  c 6 Aminispir"  l  c 6ffAminispir"d   6̌ "`  T Click to edit Master title style! !$  0l "P`p  RClick to edit Master text styles Second level Third level Fourth level Fifth level!     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JnJnJnJnJnJnnssmDCüÙÙÙüÙÙüÙüÙÙÙüÙüÙüÙÙÙüÙÙüÙüÙÙÙüÙüÙüÙÙÙüÙÙüÙnnsnsnsnsnsnsnmÙÙÙÙÙKnJnJnJnJnJnJnsüÙüüÙüÙüüüüÙüüÙüÙüüüüÙüüÙüÙüüüüÙüüÙüÙüüüüÙüüÙüÙüüüüÙsnnnsnsnsnsnsnssssJnJnJnJnJnJnJnJsnsKnnsKsnKsnnnsnnKsnnnsnnKsnnnsnnKsnnnsnnKsnnnsnnKsnnnsnnKsnnnsnnKsnnnsnnKsnnnsnnKsnnnsnnKsnnnsnnKsnnnsnnKsnnnsnnKsnnnsnnKsnnnsnnKsnnnsnnKsnnnsnnKsnsnsnsnsnsnsnsnsnsnsnsnJnKnJnKnJnKnJnKnJnKnJnKnJnKnJnKnJnKnJnKnJnKnJnKnJnKnJnKnJnKnJnKnJnKnJnKnJnKnJnKnJnKnJnKnJnKnJnKnJnKnJnKnJnKnJnKnJnKnJnKnJnKnJnKnJnKnJnKnJnsnnnsnnnsnnnsnnnsnnnsnnnsnnnsnnnsnnnsnnnsnnnsnnnsnnnsnnnsnnnsnnnsnnnsnnnsnnnsnnnsnnnsnnnsnnnsnnnsnnnsnnnsnnnsnnnsnnnsnnnsnnnsnnnsnnnsnnnsnnnsnnnsnnnsnnnsnnnsnnn՜.+,0<     On-screen Show EduActionF Times New RomanArial NotebookWEngaged voices dialogic interaction and the construction of shared social meaningsPolicy contextTwo assumptions%Contested constructions of childhood Another viewA critique of voice"A new situation for voice/ speechTThe need for a new situation for voice in our work with children and young peopleZSeeking to learn to speak to (rather than listen to or speak for) (Spivak, 1988: 295) Speaking to/ withBIdeological becoming & the construction of shared social meanings$Dialogism as index of social changeMethodological pre-requisitesA politics of hopeSome questions References  Fonts UsedDesign Template Slide Titles_R0    !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^`abcdefghijklmnopqrstuvwxyz{|}~Root EntrydO)Pictures}.Current UserSummaryInformation(_|UPowerPoint Document(vDocumentSummaryInformation8