Managing disruptive classroom conduct. Negative emotions and accountability in reproach-response sequences
2016 (English)In: Linguistics and Education, ISSN 0898-5898, E-ISSN 1873-1864Article in journal (Refereed) Accepted
Building on an ethnomethodological multimodal conversation analytic approach, this paper explores the normative character and interactional embodied organization of negative emotions, in particular anger, in classroom situations in which a student refuses to comply. We examine how displays of negative affect and ascriptions of negative emotions work as procedures for managing issues of accountability in instances where students challenge the asymmetrical moral ordering of classroom relations. The analysis traces activity trajectories of reproach-response sequences in which a student repeatedly contests the teachers’ remedial work. It is found that the student’s non-compliant responses are shaped as embodied stances through prosody, bodily postures, gestures, etc. that accentuate the student’s unwillingness to submit to teacher’s orders. The results show how student responses contribute to an escalation of the reproach-response sequences and how teacher’s use of emotional ascriptions, avowals, and hypothetical emotional scenarios intensify the seriousness of the reproachable actions, here indexing aggressive acts as unjustifiable classroom conduct.
Place, publisher, year, edition, pages
Taylor & Francis: Taylor & Francis , 2016.
negative emotions, accountability, reproach-response sequences, classroom order, ethnomethodology, multimodality
Research subject Education
IdentifiersURN: urn:nbn:se:uu:diva-293639OAI: oai:DiVA.org:uu-293639DiVA: diva2:928098
ProjectsEn skola för avvikare-En studie av undervisningspraktker och identitetsformering i särskilda undervisningsgrupper
FunderSwedish Research Council, 2011-5746