Communicative hegemony, participation, and subordinate voices: notes from the classroom with Wichi children

Abstract

This article is part of ethnographic and multisite research work that seeks to give an account of the educational practices categorized by their actors as bilingual and intercultural in the El Sauzalito region (Chaco, Argentina), where Wichi girls and boys are educated. In this case, the study focuses on the children's perspective on the contexts and practices of which they are part. To do this, I have taken as my axis of analysis the study of situated participation and interactive embodied actions (Goodwin, 2000, Goodwin & Goodwin, 2004). As I will argue here, the analysis of the movements, looks and gestures of the participants could allow us to reconstruct some of the meanings of the activities they embody, providing us with data that would help us understand the processes of communicative hegemony and the resistance to it through the subordinate voices operating in the cases analyzed.