QUT ePrints

“A problem of versions” : laying down the law in the school playground

Theobald, Maryanne Agnes & Danby, Susan J. (2012) “A problem of versions” : laying down the law in the school playground. In Danby, Susan J. & Theobald, Maryanne Agnes (Eds.) Disputes in Everyday Life : Social and Moral Orders of Children and Young People. American Sociological Association and Emerald, New York.

[img] Accepted Version (PDF 1MB)
Administrators only | Request a copy from author

    View at publisher

    Abstract

    Purpose This chapter investigates an episode where a supervising teacher on playground duty asks two boys to each give an account of their actions over an incident that had just occurred on some climbing equipment in the playground.

    Methodology This paper employs an ethnomethodological approach using conversation analysis. The data are taken from a corpus of video recorded interactions of children, aged 7-9 years, and the teacher, in school playgrounds during the lunch recess.

    Findings The findings show the ways that children work up accounts of their playground practices when asked by the teacher. The teacher initially provided interactional space for each child to give their version of the events. Ultimately, the teacher’s version of how to act in the playground became the sanctioned one. The children and the teacher formulated particular social orders of behavior in the playground through multi-modal devices, direct reported speech and scripts. Such public displays of talk work as socialization practices that frame teacher-sanctioned morally appropriate actions in the playground.

    Value of paper This chapter shows the pervasiveness of the teacher’s social order, as she presented an institutional social order of how to interact in the playground, showing clearly the disjunction of adult-child orders between the teacher and children.

    Impact and interest:

    0 citations in Scopus
    Search Google Scholar™

    Citation countsare sourced monthly from Scopus and Web of Science® citation databases.

    These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.

    Citations counts from the Google Scholar™ indexing service can be viewed at the linked Google Scholar™ search.

    ID Code: 50797
    Item Type: Book Chapter
    Additional URLs:
    Keywords: Ethnomethodology, children's disputes, accounts, playground interaction, social order, multi-modal, conversation analysis
    DOI: 10.1108/S1537-4661(2012)0000015013
    ISBN: 978-1-78052-876-2
    Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000)
    Australian and New Zealand Standard Research Classification > STUDIES IN HUMAN SOCIETY (160000) > SOCIOLOGY (160800)
    Australian and New Zealand Standard Research Classification > LANGUAGES COMMUNICATION AND CULTURE (200000) > LINGUISTICS (200400) > Discourse and Pragmatics (200403)
    Divisions: Current > Research Centres > Children & Youth Research Centre
    Current > Research Centres > Office of Education Research
    Current > QUT Faculties and Divisions > Faculty of Education
    Current > Schools > School of Early Childhood
    Copyright Owner: Copyright 2012 Emerald
    Deposited On: 08 Jun 2012 09:46
    Last Modified: 21 Mar 2013 20:38

    Export: EndNote | Dublin Core | BibTeX

    Repository Staff Only: item control page