Nicola Nasi
Biographic Data
| ID | 4045920 |
|---|---|
| NAME | Nicola Nasi |
| GIVEN NAMES | Nicola |
| FAMILY NAME | Nasi |
| SIGNATURE | NASI N |
| AFFILIATIONS | University of Bologna |
| ORCID | 0000-0002-6288-1443 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Spatial and material resources in peer recruitment sequences: The co-operative and stepwise work behind young children’s mutual engagement in the preschool
The article explores children’s deployment of spatial and material resources to co-operatively construct recruitment sequences in the peer group. Data were collected during video-ethnographic research in a Swedish preschool and involve children aged 4.5 to 5.5 years. Adopting an approach informed by multimodal conversation analysis, the study illustrates that children aptly draw from the resources available in the local socio-material ecology to …
Language creativity and heteroglossia in the peer group: Children’s performative wordplay as humorous practice
The article explores children’s creative use of language in the classroom and the teacher’s subsequent response. The study draws from video-ethnographic research in two primary schools in Italy and adopts an ethnographic approach combined with the analytical instruments of Conversation Analysis. As the analysis illustrates, children publicly perform wordplay to co-construct a shared humorous sequence with their peers. This practice emerges both i…
Children’s invoking of school rules in directive sequences with adults at home and school: Mobilizing the teacher and school artefacts as authoritative sources
This paper illustrates a practice that children aged 6–10 years old deploy in response to adults’ directives both in the classroom and during homework completion at home: invoking school rules that contradict the directive. Based on 70 h of video-recorded interactions between adults and children and adopting a conversation analytic approach, the article illustrates that children invoke school rules (i.e., obligations, habits, and expectations reg…
Co-creating with teachers during participatory action research: Teachers’ perceptions, researchers’ dilemmas, and some possible strategies to enhance communication in the field
The study explores teachers’ perception of the level of involvement of academic researchers in participatory action research and outlines some possible strategies to enhance communication during the process of co-creation. Data were collected within a pilot action that involved 159 pupils and 16 teachers in a preschool and a primary school in Italy. Throughout the research process, researchers tended to limit their direct interventions in the pla…
Morality and polyphony in peer dialogues: Children’s moral practices in heterogeneous classrooms
This study investigates children’s dialogic negotiation of the moral order of the classroom in a heterogeneous peer group. Drawing from video-ethnographic research in two primary schools in Italy, the study adopts a CA-informed approach to analyze 9- to 10-year-old children’s dialogic interactions around the appropriate and inappropriate ways of behaving in the classroom. As the analysis illustrates, children reproduce institutional moral norms a…
“This friend was nice”: Young children's negotiation of social relationships in and through interactions with (play) objects
This paper explores children's deployment of objects in negotiating social relationships during peer play. Drawing from video-ethnographic research in a Swedish preschool, this study builds on insights from a cultural-historical perspective on children's learning and development, which is integrated with a multimodal interactional perspective on human social action. Specifically, the article analyzes an extended sequence of play (inter)actions wi…
Practices of inclusion/exclusion in and through classroom dialogue: Children’s peer socialization to institutional norms of literacy and language use
The paper explores non-native children’s peer socialization to norms of literacy and appropriate language use in the classroom. Drawing on ethnographic research in a primary school in northern Italy, this study adopts a CA-informed approach to analyze an Italian L2 class attended by children aged 8 to 10. The study focuses on children’s enacting of correction sequences following peers’ problematic conduct. As the analysis illustrates, children cr…
Classroom norms as resources: Deontic rule formulations and children's local enactment of authority in the peer group
No prominent works on this page.
Practices of inclusion/exclusion in and through classroom dialogue: Children’s peer socialization to institutional norms of literacy and language use
The paper explores non-native children’s peer socialization to norms of literacy and appropriate language use in the classroom. Drawing on ethnographic research in a primary school in northern Italy, this study adopts a CA-informed approach to analyze an Italian L2 class attended by children aged 8 to 10. The study focuses on children’s enacting of correction sequences following peers’ problematic conduct. As the analysis illustrates, children cr…
Classroom norms as resources: Deontic rule formulations and children's local enactment of authority in the peer group
Morality and polyphony in peer dialogues: Children’s moral practices in heterogeneous classrooms
This study investigates children’s dialogic negotiation of the moral order of the classroom in a heterogeneous peer group. Drawing from video-ethnographic research in two primary schools in Italy, the study adopts a CA-informed approach to analyze 9- to 10-year-old children’s dialogic interactions around the appropriate and inappropriate ways of behaving in the classroom. As the analysis illustrates, children reproduce institutional moral norms a…
“This friend was nice”: Young children's negotiation of social relationships in and through interactions with (play) objects
This paper explores children's deployment of objects in negotiating social relationships during peer play. Drawing from video-ethnographic research in a Swedish preschool, this study builds on insights from a cultural-historical perspective on children's learning and development, which is integrated with a multimodal interactional perspective on human social action. Specifically, the article analyzes an extended sequence of play (inter)actions wi…
Children’s invoking of school rules in directive sequences with adults at home and school: Mobilizing the teacher and school artefacts as authoritative sources
This paper illustrates a practice that children aged 6–10 years old deploy in response to adults’ directives both in the classroom and during homework completion at home: invoking school rules that contradict the directive. Based on 70 h of video-recorded interactions between adults and children and adopting a conversation analytic approach, the article illustrates that children invoke school rules (i.e., obligations, habits, and expectations reg…
Co-creating with teachers during participatory action research: Teachers’ perceptions, researchers’ dilemmas, and some possible strategies to enhance communication in the field
The study explores teachers’ perception of the level of involvement of academic researchers in participatory action research and outlines some possible strategies to enhance communication during the process of co-creation. Data were collected within a pilot action that involved 159 pupils and 16 teachers in a preschool and a primary school in Italy. Throughout the research process, researchers tended to limit their direct interventions in the pla…
Language creativity and heteroglossia in the peer group: Children’s performative wordplay as humorous practice
The article explores children’s creative use of language in the classroom and the teacher’s subsequent response. The study draws from video-ethnographic research in two primary schools in Italy and adopts an ethnographic approach combined with the analytical instruments of Conversation Analysis. As the analysis illustrates, children publicly perform wordplay to co-construct a shared humorous sequence with their peers. This practice emerges both i…
Spatial and material resources in peer recruitment sequences: The co-operative and stepwise work behind young children’s mutual engagement in the preschool
The article explores children’s deployment of spatial and material resources to co-operatively construct recruitment sequences in the peer group. Data were collected during video-ethnographic research in a Swedish preschool and involve children aged 4.5 to 5.5 years. Adopting an approach informed by multimodal conversation analysis, the study illustrates that children aptly draw from the resources available in the local socio-material ecology to …
Children's Rights and Participation (6 works) · Psychology (6 works) · Sociology (6 works) · Pedagogy (5 works) · Social science (5 works) · Language, Discourse, Communication Strategies (4 works) · Multilingual Education and Policy (4 works) · Negotiation (4 works) · Political science (4 works) · Social Psychology (4 works)