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Interactional Style and Nonverbal Meaning: Mazahua Children Learning How to Be Separate‐But‐Together
Author(s) -
Paradise Ruth
Publication year - 1994
Publication title -
anthropology and education quarterly
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.531
H-Index - 46
eISSN - 1548-1492
pISSN - 0161-7761
DOI - 10.1525/aeq.1994.25.2.05x0907w
Subject(s) - enculturation , style (visual arts) , nonverbal communication , psychology , meaning (existential) , linguistics , language acquisition , social psychology , developmental psychology , pedagogy , mathematics education , philosophy , archaeology , psychotherapist , history
Young children's experience with nonverbally organized social interaction constitutes a primary kind of enculturation. As they acquire the ability to participate in everyday interactions, they simultaneously learn the cultural meanings embedded in them. This article describes the acquisition by Mazahua children of a separate‐but‐together interactional style. An appreciation of the nonverbal meanings involved can further our understanding of the nature of culturally defined interactional styles and their impact on school learning.