Svahn-Evaldsson2013

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Svahn-Evaldsson2013
BibType ARTICLE
Key Svahn-Evaldsson2013
Author(s) Johanna Svahn, Ann-Carita Evaldsson
Title Talking moral stances into being: the interactional management of moral reasoning in Aggression Replacement Training (ART) classroom sessions
Editor(s)
Tag(s) EMCA, Morality, Training, Classroom, morality-in-interaction, accounting practices, ethnomethodology, adult–child interaction, classroom sessions, ART moral reasoning training
Publisher
Year 2013
Language
City
Month
Journal Text & Talk
Volume 33
Number 6
Pages 793–815
URL Link
DOI 10.1515/text-2013-0034
ISBN
Organization
Institution
School
Type
Edition
Series
Howpublished
Book title
Chapter

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Abstract

The present paper explores the accounting practices through which alternative moral stances are talked into being, and made sense of, as children account for the morally charged topic of “fighting.” Data are drawn from ethnographic work, combined with video recordings of classroom sessions informed by the ART (Aggression Replacement Training) moral reasoning training program, in a fifth-grade class in a Swedish elementary school. An ethnomethodological approach is taken toward how features of the talk-in-interaction during these sessions indirectly make available systems of accountability motivated by institutionalized standards to talk about morality in a certain way. As will be demonstrated, the teachers' use of reversed polarity questions, assertions, and formulations work to hold children accountable for producing a certain moral stance. It is found that the children have learned to artfully design their contributions (justifications, detailing, second-stories, event descriptions, extreme cases) so that they can both comply with and subvert the institutionalized standards at the same time.

Notes