Difference between revisions of "Niemi2015"
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|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)= | + | |Tag(s)=EMCA; MCA; Classroom; Accountability; |
|Key=Niemi2015 | |Key=Niemi2015 | ||
|Year=2015 | |Year=2015 | ||
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|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=http://dis.sagepub.com/content/17/1/83.abstract | ||
| − | |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. |
}} | }} | ||
Revision as of 09:18, 4 March 2015
| 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 | |
| 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 | |
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
