Difference between revisions of "Artamonova2017"
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{{BibEntry | {{BibEntry | ||
| − | | | + | |BibType=ARTICLE |
| − | | | + | |Author(s)=Olga Artamonova; |
|Title=Teacher’s ethnic teasing: Playing with ambiguity and exploiting in-group communication | |Title=Teacher’s ethnic teasing: Playing with ambiguity and exploiting in-group communication | ||
| − | |||
|Tag(s)=EMCA; ethnography; classroom interaction; ambiguity; ethnicity; German; impoliteness; in-group; politeness; racism; school; teacher’s teasing; face-work | |Tag(s)=EMCA; ethnography; classroom interaction; ambiguity; ethnicity; German; impoliteness; in-group; politeness; racism; school; teacher’s teasing; face-work | ||
| − | | | + | |Key=Artamonova2017 |
|Year=2018 | |Year=2018 | ||
| + | |Language=English | ||
|Journal=Discourse & Society | |Journal=Discourse & Society | ||
|Volume=29 | |Volume=29 | ||
|Number=1 | |Number=1 | ||
| − | |Pages= | + | |Pages=3–22 |
| − | |URL=https://doi | + | |URL=https://journals.sagepub.com/doi/10.1177/0957926517726113 |
|DOI=10.1177/0957926517726113 | |DOI=10.1177/0957926517726113 | ||
|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. | |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. | ||
}} | }} | ||
Latest revision as of 01:55, 14 January 2020
| 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 |
| City | |
| Month | |
| Journal | Discourse & Society |
| Volume | 29 |
| Number | 1 |
| Pages | 3–22 |
| URL | Link |
| DOI | 10.1177/0957926517726113 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
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.
Notes
