The ethnic and cultural identity construction among pupils from immigrant families requires a deep knowledge of intercultural communication practices that are developed in different spaces (school, home, mosque, neighbourhood associations, civic centre, etc.). Our research analyses the intercultural communication of children in school and shows the use of a methodology that allows access to their cultural identities’ construction. The use of collaborative ethnography with children has allowed the incorporation of their voices in the exploration of intercultural communication. This article aims to explore intercultural communication in 5-year-old students through collaborative ethnography and analyses their identities construction through multimodal discourse analysis. A holistic-case study design has been utilised as well as mosaic approach techniques, such as mapping, family portrait, role play and self-portrait. The social semiotic multimodal analysis has shown the diffraction that occurs in the different students’ discourses, evidencing the conflicts in the identity construction among participants from immigrant families. Likewise, the results have shown how cultural stereotypes are configured in Early Childhood Education classes. The conclusions highlight the usefulness of collaborative ethnography and multimodal analysis for the study of intercultural communication and the identity construction in childhood.
Keywords: Intercultural communication; identity; ethnography; social semiotic; Early Childhood Education.
PRISMA: https://prisma.us.es/publicacion/186006
Romero-Rodríguez, S., Moreno-Morilla, C., & García-Jiménez, E. G. (2021). La construcción de las identidades étnicas y culturales en niños y niñas migrantes: Un enfoque desde la etnografía colaborativa. Revista de investigación Educativa, 39(2), 483-501. https://doi.org/10.6018/RIE.441411