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Intentionality and Expertise: Learning from Observations of Children at Play in Multilingual, Multicultural Contexts
Anthropology & Education Quarterly
  • Susi Long, University of South Carolina - Columbia
  • Dinah Volk, Cleveland State University
  • Eve Gregory, Goldsmiths, University of London
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This article draws from three ethnographic studies of children playing sociodramatically in multilingual, multicultural contexts. Countering a deficit perspective that focuses on what children from nondominant cultures do not know, we use the concept of syncretism to illuminate children's expertise and intentionality as they blend knowledge from multiple worlds to reinvent cultural practices and create new spaces for learning. Findings encourage educators to learn from the syncretic nature of children's teaching and learning through play.
Citation Information
Long, S., Volk, D., & Gregory, E. (2007). Intentionality and expertise: Learning from observations of children at play in multilingual, multicultural contexts. Anthropology & Education Quarterly, 38(3), 239-259. doi:10.1525/aeq.2007.38.3.239