Artamonova2017
| Artamonova2017 | |
|---|---|
| BibType | ARTICLE |
| Key | Artamonova2017 |
| Author(s) | Olga Artamonova |
| Title | Teacher’s ethnic teasing: Playing with ambiguity and exploiting in-group communication |
| Editor(s) | |
| Tag(s) | EMCA, ethnography, classroom interaction, ambiguity, ethnicity, German, impoliteness, in-group, politeness, racism, school, teacher’s teasing, face-work |
| Publisher | |
| Year | 2018 |
| Language | English |
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| Month | |
| Journal | Discourse & Society |
| Volume | 29 |
| Number | 1 |
| Pages | 3–22 |
| URL | Link |
| DOI | 10.1177/0957926517726113 |
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Abstract
This article discusses the issue of ethnic teasing used by a teacher and his students in a multiethnic classroom of a German middle school. The teacher and his students exploit the resources of the racist discourse for multiple in-group rituals. Based on a school ethnography and conversation analysis, this case study attempts to interpret the teasing practices, which are performed in a classroom where ethnicity matters greatly. The teasing interactions here, questioned in the local context, seem to be a part of a working consensus, helping to regulate interpersonal relations in class. These vague and risky practices infringe the politeness norms: they are based on a daily face-attack ritualization through which a partial weakening of the discriminatory effect might be achieved.
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