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Managing disruptive student conduct: Negative emotions and accountability in reproach-response sequences
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. (Studies in childhood, learning and identities as interactional practices)ORCID iD: Spara personuppgifter »
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. (Studies in childhood, learning and identities as interactional practices)ORCID iD: 0000-0003-4769-4479
2017 (English)In: Linguistics and Education, ISSN 0898-5898, E-ISSN 1873-1864, Vol. 37, 73-86 p.Article in journal (Refereed) Published
Abstract [en]

Building on an ethnomethodological multimodal conversation analytic approach, this paper explores the normative character and interactional embodied organization of negative emotions, in particular displays of anger, in classroom situations in which a student refuses to comply with the teachers’ reproaches. We examine how embodied displays of negative affect and ascriptions of negative emotions work as procedures in teacher-student interactions for invoking issues of accountability and teacher authority for managing problematic classroom conduct. The analyses draw on a video ethnographic study in a special teaching class, tracing trajectories of reproach-response sequences in which a student repeatedly contests the moral ordering of classroom relations. It is found that non-compliant student responses are shaped as embodied affective stances through prosody, body postures, gestures, etc. that accentuate the student’s unwillingness to submit. The results show the dialogical organization of reproach-response sequences and the vulnerability of teacher reproaches to escalation of non-compliant student responses, here indexing aggressive acts as unjustifiable classroom conduct.

Place, publisher, year, edition, pages
2017. Vol. 37, 73-86 p.
Keyword [en]
negative emotions, accountability, reproach-response sequences, teacher-student interaction, classroom order, ethnomethodology, multimodality
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:uu:diva-282980DOI: 10.1016/j.linged.2016.05.001ISI: 000394633000008OAI: oai:DiVA.org:uu-282980DiVA: diva2:918013
Funder
Swedish Research Council, 2011-5756
Available from: 2016-04-08 Created: 2016-04-08 Last updated: 2017-04-25Bibliographically approved

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Evaldsson, Ann-CaritaMelander, Helen

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