Intergenerational dialogue: An alternative understanding of the voice and leadership of children.

摘要

This study examined the perceptions and feelings of 11 elementary and secondary students who attended a series of three-day Leadership Institutes. The study explored how the children, over time, made sense of the experience and whether their conversations with adults in the institutes revealed elements of dialogue. The study also examined whether subsequent conversations between the children and adults at home and school also revealed dialogic elements. Finally, the study explored the reflections of adults with whom the children claimed to have had meaningful dialogic relationships.; The conceptual framework of this study began with an examination of the theoretical elements of dialogue and the definitions of intergenerational dialogue. The study then explored theories of leadership and childhood development, which revealed a debate about whether children are developmentally capable of participation in intergenerational dialogue. The study also reviewed the literature on the occurrence of dialogue in schools, examining whether schools provide opportunities for intergenerational dialogue and for the practice of dialogue skills. Next, the review of literature explored the social structures and attitudinal barriers which appear to hinder intergenerational dialogue. Finally, the study addressed the apparent deficit of research on intergenerational dialogue. Because the study explored the meaning of intergenerational dialogue for the young participants, a qualitative design was selected---specifically, a multiple case study.; Several conclusions emerged from the interview and journal data. The children's reflections indicated that dialogic elements characterized the discussions and activities of the Leadership Institutes. The children described conversations that seemed to transform participants, deepen relationships, affirm divergent thinking, and acknowledge equality among participants. Beyond the Leadership Institute setting, the children did not, for the most part, enjoy similar conversational relationships with adults. Nevertheless, a number of children were able to identify one adult in their lives with whom they enjoyed a dialogic relationship. The children, as well as the identified adults, reflected that their conversations often revealed elements of dialogue. Interestingly, the interviews themselves seemed to provide an opportunity for adults and children to experience intergenerational dialogue. The study concluded with recommendations for future research on intergenerational dialogue, as well as implications for parents and teachers.