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.

View at publisher

Abstract

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.

Impact and interest:

3 citations in Scopus
Search Google Scholar™
3 citations in Web of Science®

Citation counts are 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.

Full-text downloads:

13 since deposited on 14 Apr 2015
12 in the past twelve months

Full-text downloads displays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.

ID Code: 83524
Item Type: Journal Article
Refereed: Yes
Keywords: classroom trouble, regulative discourse, instructional discourse, Bernstein, gravity, morality
DOI: 10.1016/j.linged.2015.03.009
ISSN: 0898-5898
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
Funding:
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

Export: EndNote | Dublin Core | BibTeX

Repository Staff Only: item control page