Understanding classroom trouble through regulative gravity and instructional elasticity
Doherty, Catherine (2015) Understanding classroom trouble through regulative gravity and instructional elasticity. Linguistics and Education, 30, pp. 56-65.
This paper aims to develop a more nuanced analytic vocabulary to typify how and where classroom trouble can manifest in pedagogic discourse. It draws on classroom ethnographies conducted in non-academic secondary school pathways and alternative programs in Australian communities with high youth unemployment, where the policy of ‘earning or learning’ till age 17 has effectively extended compulsory schooling. Three concepts are developed and exemplified: ‘regulative flares’, being moments when teachers resort to explicitly reasserting the lesson’s social order; ‘moral gravity’ to describe the degree to which the moral order underpinning the regulative discourse is tied to the immediate context or beyond; and ‘instructional elasticity’ to account for trouble originating in the instructional register.
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|Item Type:||Journal Article|
|Keywords:||classroom trouble, regulative discourse, instructional discourse, Bernstein, gravity, morality|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Curriculum and Pedagogy Theory and Development (130202)
Australian and New Zealand Standard Research Classification > STUDIES IN HUMAN SOCIETY (160000) > SOCIOLOGY (160800) > Sociology of Education (160809)
Australian and New Zealand Standard Research Classification > LANGUAGES COMMUNICATION AND CULTURE (200000) > LINGUISTICS (200400) > Applied Linguistics and Educational Linguistics (200401)
|Divisions:||Current > Research Centres > Children & Youth Research Centre
Current > Schools > School of Cultural & Professional Learning
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2015 Elsevier Inc.|
|Copyright Statement:||This is the author’s version of a work that was accepted for publication in Linguistics and Education. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Linguistics and Education, [VOL 30, (2015)] DOI: 10.1016/j.linged.2015.03.009|
|Deposited On:||14 Apr 2015 02:15|
|Last Modified:||02 Jul 2016 22:39|
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