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.

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Abstract

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.

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ID Code: 9471
Item Type: Journal Article
Refereed: Yes
Additional URLs:
Keywords: conflict, preschool, classroom, gender, early childhood, masculinity, play
ISSN: 1040-9289
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

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