Difference between revisions of "Niemi2015"
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|BibType=ARTICLE | |BibType=ARTICLE | ||
|Author(s)=Kreeta Niemi; Amanda Bateman | |Author(s)=Kreeta Niemi; Amanda Bateman | ||
− | |Title='Cheaters and | + | |Title='Cheaters and stalkers': accusations in a classroom |
− | |Tag(s)=EMCA; MCA; Classroom; Accountability; | + | |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= | + | |Pages=83–98 |
− | |URL= | + | |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. | ||
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Latest revision as of 03:41, 15 December 2019
Niemi2015 | |
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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 |
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