Authority, power, and morality in classroom discourse

Buzzelli, Cary A.; Johnston, Bill

doi:10.1016/s0742-051x(01)00037-3

Cited by 106 publications

(54 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Such work considers how authority is produced and sustained within interaction using understandings of epistemic priority and institutional knowledge rather than assumptions about static social or personal characteristics of the participants (e.g. Buzzelli & Johnston, 2001;Heath, 1992;Heritage, 2005;Heritage & Sefi, 1992;Macbeth, 1991;Perakyla, 1998;Raymond, 2000;Sanders, 1987).…”

Section: Compliance and Authoritymentioning

confidence: 99%

Responding to Directives: What can Children do when a Parent Tells them what to do?

Kent¹

2012

Sociological Studies of Children and Youth

View full text Add to dashboard Cite

Purpose -This chapter examines children's options for responding to parental attempts to get them to do something (directives).Methodology/approach -The data for the study are video recordings of everyday family mealtime interactions. The study uses conversation analysis and discursive psychology to conduct a microanalysis of sequences of everyday family mealtimes interactions in which a parent issues a directive and a child responds.Findings -It is very difficult for children to resist parental directives without initiating a dispute. Immediate embodied compliance was the interactionally preferred response option to a directive. Outright resistance was typically met with an upgraded and more forceful directive. Legitimate objections to compliance could be treated seriously but were not always taken as grounds for non-compliance.Research implications -The results have implications for our understandings of the notions of compliance and authority. Children's status in interaction is also discussed in light of their ability to choose whether to ratify a parent's control attempt or not.Originality/value of paper -The chapter represents original work on the interactional structures and practices involved in responding to control attempts by a co-present participant. It offers a data-driven framework for conceptualising compliance and authority in interaction that is based on the orientations of participants rather than cultural or analytical assumptions of the researcher.

show abstract

Section: Compliance and Authoritymentioning

confidence: 99%

Responding to Directives: What can Children do when a Parent Tells them what to do?

Kent¹

2012

Sociological Studies of Children and Youth

View full text Add to dashboard Cite

show abstract

“…(e.g., Buzzelli & Johnston, 2001;Gudmundsdottir, 1990;Jackson, Boostrom, & Hansen, 1993). According to Halstead (1996), the values expressed in school are not fully explored or articulated, at least partly because these values are deeply embedded in school and in teachers' taken-for-granted world view, and because teachers have to make so many day-to-day decisions in the classroom without any further reflection.…”

Section: The Aim Of the Studymentioning

confidence: 99%

The lack of professional knowledge in values education

Thornberg

2008

Teaching and Teacher Education

172

100

View full text Add to dashboard Cite

The aim of this study is to investigate teachers' perceptions of their practice of values education, and to explore their degree of professionalism in this matter. Qualitative interviews with 13 teachers have been conducted and analysed by a comparative analysis. According to their view, values education is (a) most often reactive and unplanned, (b) embedded in everyday school life with a focus on students' everyday behaviour in school, and (c) partly or mostly unconsciously performed. Furthermore, professional knowledge appears to be missing in the domain of values education among these teachers.

show abstract

“…That is, teachers' beliefs and theories about teaching are thought to mediate teachers' actions and behaviors, which in turn model students' behavior and academic performance (Elias & Mace, 2005). Power and relations in the classroom are therefore structured around what the teacher thinks a classroom should be, and how he/ she behaves in the classroom (Brantlinger, Morton, & Washburn, 2000;Buzzelli & Johnston, 2001;Cornelius & Herrenkohl, 2004;Elias & Mace, 2005).…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Beliefs, Teachers’ Goals and Teachers’ Classroom Management: A Study with Primary Teachers // Crenças, objectivos e gestão de sala de aula: Um estudo com professores do Ensino Primário

Lopes¹,

Santos

2012

REV PSICODIDACT

View full text Add to dashboard Cite

Teachers' beliefs and teachers' practices tend to fit together. However exceptions seem to be significant. This study, carried out with primary teachers (N = 279), explores the relation of teachers' classroom management beliefs to teachers' classroom goals and teachers' practices. A cluster analysis identified three distinct teaching beliefs' profiles: teacher-centered, student-centered and ambivalent/inconsistent. Clusters somehow overlap in the teaching goals they most value but some striking differences are also apparent. Classroom reported practices clearly differentiate clusters. Somehow surprisingly almost a quarter of participants are ambivalent/inconsistent. For these teachers the mismatch between teaching beliefs, teaching goals and classroom practices seems to elicit some puzzling behaviors (e. g. "humiliating students in classroom that show inappropriate behaviors") that deserve further research. Keywords:Teachers' beliefs, instruction, classroom management, classroom disruption, teaching styles. ResumoAs crenças e práticas dos professores tendem a ser congruentes. Contudo, existem excepções significativas. Este estudo, realizado com professores do ensino primário, explora a relação entre crenças dos professores acerca da gestão de sala de aula e objectivos e práticas dos professores em sala de aula. Uma análise de clusters permitiu-nos identificar três perfis distintos de ensino: centrado no professor, centrado no aluno e ambivalente/inconsistente. Verifica-se alguma sobreposição nos objectivos de ensino mais valorizados por cada um dos grupos mas existem igualmente diferenças marcantes, sendo surpreendente que quase um quarto dos participantes seja ambivalente/inconsistente. Este desencontro entre crenças de ensino, objectivos de ensino e práticas de sala de aula parece elicitar alguns comportamentos perturbantes nos nossos participantes (e. g. «humilhar os alunos que se comportam mal na sala de aula») que merecem ser mais extensivamente investigados. Palavras-chave:Crenças dos professores, instrução, gestão de sala de aula, perturbação da aula, estilos de ensino.

show abstract

Authority, power, and morality in classroom discourse

Cited by 106 publications

References 14 publications

Responding to Directives: What can Children do when a Parent Tells them what to do?

Responding to Directives: What can Children do when a Parent Tells them what to do?

The lack of professional knowledge in values education

Teachers’ Beliefs, Teachers’ Goals and Teachers’ Classroom Management: A Study with Primary Teachers // Crenças, objectivos e gestão de sala de aula: Um estudo com professores do Ensino Primário

Contact Info

Product

Resources

About