Ordering within moral orders to manage classroom trouble

Doherty, Catherine A., McGregor, Rowena, & Shield, Paul (2016) Ordering within moral orders to manage classroom trouble. Pedagogies: An International Journal, 11(2), pp. 127-145.

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This paper demonstrates how classroom trouble warranting teacher intervention can stem from transgressions in different layers of the complex moral order regulating classroom interactions. The paper builds from Durkheim’s treatment of schooling as the institution responsible for the inculcation of a shared moral order, Bernstein’s distinction between the instructional and regulative discourses in any pedagogic setting, and the concept of verticality in the instructional discourse to illuminate how curricular knowledge might apply across different contexts. This paper proposes a similar vertical dimension of moral gravity in the regulative discourse, such that some moral expectations apply across any context, while others are highly contextualized. This paper then applies this frame to data from classroom observations conducted in prevocational pathways for 16 years olds created under Australia’s “earning or learning till 17” policy. This paper describes the variety of moral premises teachers invoked in different teacher/class combinations, according to their level of moral gravity to display the dominant use of highly contextualized moral premises seeking institutional compliance, and minimal use of broader moral frames for these students on the brink of entry to the adult world.

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ID Code: 92291
Item Type: Journal Article
Refereed: Yes
Keywords: morality, classroom trouble, prevocational programs, regulative discourse, moral gravity
DOI: 10.1080/1554480X.2016.1165617
ISSN: 1554-480X
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Secondary Education (130106)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Curriculum and Pedagogy Theory and Development (130202)
Divisions: Current > Schools > School of Cultural & Professional Learning
Current > QUT Faculties and Divisions > Division of Technology, Information and Learning Support
Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2016 Taylor & Francis
Copyright Statement: The Version of Record of this manuscript has been published
and is available in Pedagogies: An International Journal, 30 March 2016, http://www.tandfonline.com/10.1080/1554480X.2016.1165617
Deposited On: 26 Jan 2016 23:52
Last Modified: 10 Jun 2016 10:03

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