Praktyki wykluczania rówieśniczego w grupie pięcioletnich dziewczynek – analiza dyfrakcyjna
Peer Exclusion Practices in a Group of Five-year-old Girls – Diffraction Analysis

Summary/Abstract: Peer exclusion in pre-school groups, although a common phenomenon, is rarely studied, especially in Polish pedagogy – as it more often affects school children. In this article, I propose a new experimental method for analysing observed practices of peer exclusion: diffraction analysis. Fragments of peer conversations in a group of five-year-olds girls form the basis of expanding the research perspective by an attempt to think in terms of the categories of intra-action and diffraction, which constitute a complex, spatial system of interdependent relationships. A characteristic feature of the argument in question is the problematisation of the successive elements of the events under analysis, which in fact leads to a liberation from the habitual way of thinking about peer exclusion (the blame of the aggressor) and the emergence of a more “ethical” way of interpreting the events – which becomes the main objective of the presented research.

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