Pillet-Shore2016

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Pillet-Shore2016
BibType ARTICLE
Key Pillet-Shore2016
Author(s) Danielle Pillet-Shore
Title Criticizing another’s child: How teachers evaluate students during parent-teacher conferences
Editor(s)
Tag(s) EMCA, Institutional interaction, conversation analysis, evaluating students, assessments, preference organization, delicates, laughter, parent-teacher conferences, criticism, praise
Publisher
Year 2016
Language English
City
Month
Journal Language in Society
Volume 45
Number 1
Pages 33–58
URL Link
DOI 10.1017/S0047404515000809
ISBN
Organization
Institution
School
Type
Edition
Series
Howpublished
Book title
Chapter

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Abstract

As the principal occasion for establishing cooperation between family and school, the parent-teacher conference is crucial to the social and educational lives of children. But there is a problem: reports of parent-teacher conflict pervade extant literature. Previous studies do not, however, explain how conflict emerges in real time or how conflict is often avoided during conferences. This article examines a diverse corpus of video-recorded naturally occurring conferences to elucidate a structural preference organization operative during parent-teacher interaction that enables participants to forestall conflict. Focusing on teachers’ conduct around student-praise and student-criticism, this investigation demonstrates that teachers do extra interactional work when articulating student-criticism. This research explicates two of teachers’ most regular actions constituting this extrawork: obfuscating responsibility for student-troubles by omitting explicit reference to the student, and routinizing student-troubles by invoking other comparable cases of that same trouble. Analysis illuminates teachers’ work to maintain solidarity with students, and thus parents.

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