Difference between revisions of "Niemi2015"

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(Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Kreeta Niemi; Amanda Bateman |Title='Cheaters and Stalkers': Accusations in a classroom |Tag(s)=Uncategorized; |Key=Niemi2015 |Year=2015...")
 
 
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|BibType=ARTICLE
 
|BibType=ARTICLE
 
|Author(s)=Kreeta Niemi; Amanda Bateman
 
|Author(s)=Kreeta Niemi; Amanda Bateman
|Title='Cheaters and Stalkers': Accusations in a classroom
+
|Title='Cheaters and stalkers': accusations in a classroom
|Tag(s)=Uncategorized;
+
|Tag(s)=EMCA; MCA; Classroom; Accountability;
 
|Key=Niemi2015
 
|Key=Niemi2015
 
|Year=2015
 
|Year=2015
 +
|Language=English
 
|Journal=Discourse Studies
 
|Journal=Discourse Studies
 
|Volume=17
 
|Volume=17
 
|Number=1
 
|Number=1
|Pages= 83-98
+
|Pages=83–98
|URL=http://dis.sagepub.com/content/17/1/83.abstract
+
|URL=https://journals.sagepub.com/doi/abs/10.1177/1461445614557755
|DOI=10.1177/1461445614557755  
+
|DOI=10.1177/1461445614557755
|Abstract=This article explores accusations as collaboratively accomplished in classroom peer interactions in the absence of a teacher. The analysis shows how the children use local classroom rules and teacher authority as resources and warrants to invoke multi-layered moral orders and identities, and hold one child accountable through accusations about their behavior. The accused children are categorized in a duplicative way with morally degrading descriptions and as out-group members. This article argues that understanding children’s accusations requires understanding of how such interactions compose and reflect the school context that is co-produced through the implementation of accountable ways in which to behave.  
+
|Abstract=This article explores accusations as collaboratively accomplished in classroom peer interactions in the absence of a teacher. The analysis shows how the children use local classroom rules and teacher authority as resources and warrants to invoke multi-layered moral orders and identities, and hold one child accountable through accusations about their behavior. The accused children are categorized in a duplicative way with morally degrading descriptions and as out-group members. This article argues that understanding children’s accusations requires understanding of how such interactions compose and reflect the school context that is co-produced through the implementation of accountable ways in which to behave.
 
}}
 
}}

Latest revision as of 03:41, 15 December 2019

Niemi2015
BibType ARTICLE
Key Niemi2015
Author(s) Kreeta Niemi, Amanda Bateman
Title 'Cheaters and stalkers': accusations in a classroom
Editor(s)
Tag(s) EMCA, MCA, Classroom, Accountability
Publisher
Year 2015
Language English
City
Month
Journal Discourse Studies
Volume 17
Number 1
Pages 83–98
URL Link
DOI 10.1177/1461445614557755
ISBN
Organization
Institution
School
Type
Edition
Series
Howpublished
Book title
Chapter

Download BibTex

Abstract

This article explores accusations as collaboratively accomplished in classroom peer interactions in the absence of a teacher. The analysis shows how the children use local classroom rules and teacher authority as resources and warrants to invoke multi-layered moral orders and identities, and hold one child accountable through accusations about their behavior. The accused children are categorized in a duplicative way with morally degrading descriptions and as out-group members. This article argues that understanding children’s accusations requires understanding of how such interactions compose and reflect the school context that is co-produced through the implementation of accountable ways in which to behave.

Notes