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Cabra, Martina

Nom
Cabra, Martina
Affiliation principale
Fonction
Post-doctorante
Email
martina.cabra@unine.ch
Identifiants
https://libra.unine.ch/handle/123456789/1137
_
0000-0003-2063-4601

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  • Publication
    Métadonnées seulement
    Dialogical ethnography
    (London: Routledge, 2020)
    Cabra, Martina 
    In this chapter, a hybrid methodology for the study of group interactions is outlined. The method is suited for the problematization of social categories (e.g., gender, ethnicity, and race) in the research process. The ethnographic approach is reframed within a sociocultural perspective and thus called dialogical ethnography. Because dialogical theory and analysis are key elements in sociocultural theory, the ethical and procedural aspects of the analysis are derived from dialogism. It is an exploratory methodology for qualitative analysis and involves the construction of a data corpus from theoretically informed participant observations. The three-step-process for analysis consists of: (1) describing the social as crystallization of social categories, (2) identifying different voices in interactions around the topic, with a focus on how agreements are reached, and disagreements resolved, and (3) tracing regularities and strategies as patterns, which speak to iterative aspects of the group and people’s way of engaging with the world. Built from a sociocultural approach, it allows understanding different forms and configurations of people’s interactions. This qualitative method can be used in dialogical case studies and in multi/mixed-method designs as a way to understand social categories as they appear and are negotiated in interaction. This allows addressing the naturalization and invisibilization of the constructed nature of social categories.
  • Publication
    Métadonnées seulement
    Dialogical exemplars as communicative tools: Resituating knowledge from dialogical single case studies
    (2019-11-21)
    Zadeh, Sophie
    ;
    Cabra, Martina 
    In this article, we develop the concept of ‘dialogical exemplars’ as communicative tools for scholars who wish to ‘resituate knowledge’ from dialogical single case studies. Exemplars are typological representatives that try to convey typicality in non-taxonomic terms, yet in the existing literature, they are defined in terms of their relationship to a population, class or sample. We suggest instead that ‘dialogical exemplars’, as specific instances that have the self-other at their core, can be used to convey the ‘wholeness’ of cases to various audiences. To support this proposition, we draw upon two single case studies, built 30 years apart, that are concerned with children’s daily lives and experiences. Specifically, we develop a dialogue with and between examples from each case of children's play, not only to make the case for ‘dialogical exemplars’, but also to evidence the process through which we arrived at this concept. We highlight that this process is one that researchers often go through, but, rather curiously, rarely document. In conclusion, we suggest that ‘resituating knowledge’ might be best thought of as several, non-linear, stages in the process of dialogical research that involve, and invite further dialogue.
  • Publication
    Métadonnées seulement
    The social, the possible and the necessary: a theoretical model for the explanation of novelty
    (2018-5-31)
    Cabra, Martina 
    ;
    Zittoun, Tania 
    We propose a theoretical discussion on Piaget’s model on the real, the possible and the necessary, within Valsiner’s child development theory (1997), showing how constraints operate defining the field of possibles at a psychological level (Piaget, 1983). For metatheoretical analysis (Laudan, 1977; Castorina, 2007; Valsiner, 2017) intrinsic to dialogue attempt between theories, we outline three areas where relationships are established: a) Entities composing the world b) Nature of relationships between existents c) Change and transformation. Critical realism, complex system theory and dialectical perspective constitute the basis for both models. Piaget’s can explain relationships between Valsiner’s Zone of Promoted Action (ZPA) and Zone of Free Movement (ZFM) (1997), and the construction of the latter. Relationships between psychological possibles and what we present as “social possibles” specifies within children’s areas for movement and thinking (ZFM) a process leading to novel forms, creations beyond social possibles. This can help understand that different subjects may behave differently in similar settings, even in situations of fictional play, creation of psychological possibles and usage of imagination or creation appears more clearly for some, whereas for others, conditions of possibility, conquests of limitations in the field of possibles is yet to be attained or enabled in interaction.