Escalating Terror: Communicative Strategies in a Preschool Classroom Dispute
Danby, Susan J. & Baker, Carolyn D. (2001) Escalating Terror: Communicative Strategies in a Preschool Classroom Dispute. Early Education and Development, 12(3), pp. 343-358.
This paper describes the pragmatic and stategic communicative work of some young boys in a preschool classroom as they made themselves observable and hearable as owners of block area and members of specific activities. Using a transcript of a video-recorded episode of the boys engaged in a dispute about who could play in block area, analysis shows how the boys generated and escalated images of terror until the targeted child left the area or was evicted from the group by the other boys. In the course of escalating the terror, the boys used a range of commumicative resources to construct group membership affiliation and, at the same time, to assert their individual identities. The work of the boys established and displayed credentials as to who was able to play in the block area, and who was able to determine and justify why others could or could not play. This detailed analysis ofhow the boys formed collaborations and strategic partnerships in the course of their dispute gives us a way of appreciating the communicative competencies that underpin membership in a local social order that is in a state of flux.
Impact and interest:
Citation counts are sourced monthly from and 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 theindexing service can be viewed at the linked Google Scholar™ search.
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.
|Item Type:||Journal Article|
|Keywords:||conflict, preschool, classroom, gender, early childhood, masculinity, play|
|Divisions:||Current > Research Centres > Office of Education Research
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2001 Taylor & Francis|
|Copyright Statement:||This is an electronic version of an article published in [Early Education and Development 12(3):pp. 343-358.].|
|Deposited On:||13 Sep 2007 00:00|
|Last Modified:||10 Aug 2011 13:07|
Repository Staff Only: item control page