Difference between revisions of "Svahn2016"
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{{BibEntry | {{BibEntry | ||
| + | |BibType=ARTICLE | ||
| + | |Author(s)=Johanna Svahn; | ||
| + | |Title=Reported speech in girls' dispute stories: Building credibility and accounting for moral versions | ||
| + | |Tag(s)=EMCA; Ethnography; microanalysis; peer disputes; preadolescent girls; reported speech; storytelling | ||
|Key=Svahn2016 | |Key=Svahn2016 | ||
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|Year=2016 | |Year=2016 | ||
| − | | | + | |Language=English |
|Journal=Childhood | |Journal=Childhood | ||
|Volume=24 | |Volume=24 | ||
|Number=2 | |Number=2 | ||
|Pages=212–229 | |Pages=212–229 | ||
| − | |URL=https://doi | + | |URL=https://journals.sagepub.com/doi/10.1177/0907568216651933 |
|DOI=10.1177/0907568216651933 | |DOI=10.1177/0907568216651933 | ||
|Abstract=The study targets how reported speech is used as an interactional resource for building and legitimatizing a particular version of events in the context of peer disputes. Several unfolding multiparty storytelling events within a group of preadolescent girls in a Swedish school setting are analyzed, primarily highlighting the interactional use of previous talk in building credibility for particular affective and moral stances, as well as blame accusations during disputes. Overall, the study highlights different ways that reported speech can function as a resource for legitimizing negative assessments of opposite parties, building alliances, and taking sanctioning actions toward peers. | |Abstract=The study targets how reported speech is used as an interactional resource for building and legitimatizing a particular version of events in the context of peer disputes. Several unfolding multiparty storytelling events within a group of preadolescent girls in a Swedish school setting are analyzed, primarily highlighting the interactional use of previous talk in building credibility for particular affective and moral stances, as well as blame accusations during disputes. Overall, the study highlights different ways that reported speech can function as a resource for legitimizing negative assessments of opposite parties, building alliances, and taking sanctioning actions toward peers. | ||
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Latest revision as of 08:29, 17 December 2019
| Svahn2016 | |
|---|---|
| BibType | ARTICLE |
| Key | Svahn2016 |
| Author(s) | Johanna Svahn |
| Title | Reported speech in girls' dispute stories: Building credibility and accounting for moral versions |
| Editor(s) | |
| Tag(s) | EMCA, Ethnography, microanalysis, peer disputes, preadolescent girls, reported speech, storytelling |
| Publisher | |
| Year | 2016 |
| Language | English |
| City | |
| Month | |
| Journal | Childhood |
| Volume | 24 |
| Number | 2 |
| Pages | 212–229 |
| URL | Link |
| DOI | 10.1177/0907568216651933 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
The study targets how reported speech is used as an interactional resource for building and legitimatizing a particular version of events in the context of peer disputes. Several unfolding multiparty storytelling events within a group of preadolescent girls in a Swedish school setting are analyzed, primarily highlighting the interactional use of previous talk in building credibility for particular affective and moral stances, as well as blame accusations during disputes. Overall, the study highlights different ways that reported speech can function as a resource for legitimizing negative assessments of opposite parties, building alliances, and taking sanctioning actions toward peers.
Notes
