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Talking moral stances into being: the interactional management of moral reasoning in Aggression Replacement Training (ART) classroom sessions
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
2013 (English)In: Text & Talk, ISSN 1860-7330, E-ISSN 1860-7349, Vol. 33, no 6, 793-815 p.Article in journal (Refereed) Published
Abstract [en]

The present paper explores the accounting practices through which alternative moral stances are talked into being, and made sense of, as children account for the morally charged topic of "fighting." Data are drawn from ethnographic work, combined with video recordings of classroom sessions informed by the ART (Aggression Replacement Training) moral reasoning training program, in a fifth-grade class in a Swedish elementary school. An ethnomethodological approach is taken toward how features of the talk-in-interaction during these sessions indirectly make available systems of accountability motivated by institutionalized standards to talk about morality in a certain way. As will be demonstrated, the teachers' use of reversed polarity questions, assertions, and formulations work to hold children accountable for producing a certain moral stance. It is found that the children have learned to artfully design their contributions (justifications, detailing, second-stories, event descriptions, extreme cases) so that they can both comply with and subvert the institutionalized standards at the same time.

Place, publisher, year, edition, pages
2013. Vol. 33, no 6, 793-815 p.
Keyword [en]
morality-in-interaction, accounting practices, ethnomethodology, adult-child interaction, classroom sessions, ART moral reasoning training
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:uu:diva-167614DOI: 10.1515/text-2013-0034ISI: 000326879300004OAI: oai:DiVA.org:uu-167614DiVA: diva2:487149
Available from: 2012-01-31 Created: 2012-01-31 Last updated: 2017-12-08Bibliographically approved
In thesis
1. The Everyday Practice of School Bullying: Children's participation in peer group activities and school-based anti-bullying initiatives
Open this publication in new window or tab >>The Everyday Practice of School Bullying: Children's participation in peer group activities and school-based anti-bullying initiatives
2012 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

This thesis explores the everyday practice of school bullying by examining children's participation in peer group activities as well as in school-based anti-bullying activities within an educational setting. The empirical material is drawn from a long-term (1 year) ethnographic study conducted among preadolescent children in a 5th grade class in a Swedish elementary school. An ethnomethodological approach is used in analysis of ethnographically based fieldnotes, and in detailed analysis of video recordings collected during participant observations.

   The first study examines, through elaborated investigation of a peer group's everyday peer encounters, how social exclusion is situated within the flow of intricate, subtle and seemingly innocent interactions. In this, the study offers detailed information about how girls' everyday peer group interactions, taken across a range of activities, may be consequential for the process of social exclusion.

   The second study examines the interactional moral work accomplished within the situated practice of ART classroom sessions on moral reasoning used as part of the school's anti-bullying prevention program. The study contributes an understanding of the interactional managment of children's moral stance-taking, something that has previously been overshadowed by the quest to project the outcomes for individual children's moral reasoning.

The third study examines a gossip dispute event, in which a group of girls take action against another girl for reporting school bullying to the teacher. The study demonstrates how, as the gossip dispute unfolds, the girls accused of bullying appropriate and even subvert the social organization of the school's anti-bullying program, and manage to turn the tables so that the girl initially reporting to be a victim of bullying is cast as an instigator, and the girls accused of the bullying as victims of false accusations.

   The thesis illuminates the complex meanings and functions of social actions referred to as bullying within a school context and in the literature. Also, it sheds light on the difficulties that come with teachers' attempts to structure children's social relationships. All in all, the thesis illuminates the need to challange an individualistic approach to bullying, recognizing the social and moral orders children orient to in their everyday life at school.

Place, publisher, year, edition, pages
Uppsala: Acta Universitatis Upsaliensis, 2012. 96 p.
Series
Uppsala Studies in Education, ISSN 0347-1314 ; 129
Keyword
School bullying, children?s participation, peer group interaction, classroom interaction, interactional practices, morality-in-interaction, ethnography, ethnomethodology
National Category
Pedagogy
Identifiers
urn:nbn:se:uu:diva-168715 (URN)978-91-554-8284-8 (ISBN)
Public defence
2012-03-30, Sal IV i Universitetshuset, Uppsala, 13:15 (English)
Opponent
Supervisors
Available from: 2012-03-09 Created: 2012-02-15 Last updated: 2012-09-03Bibliographically approved

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Svahn, JohannaEvaldsson, Ann-Carita

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