Prejudicial Expressions in Defense of Adolescent Masculine Identities in Interaction

Abstract

The aim of this article is to demonstrate the efficacy of a fine-grained, discursive-narrative approach in the investigation of the use of prejudicial expressions in defense of emerging masculine identities in conversational interaction. The processes of masculinity construction by an adolescent, Kev, who used a prejudicial expression to bring a pejorative 'small' story to a climax, are examined in detail. Although immediate interlocutor responses were subdued and subtle, an explicit delayed response is followed-up by a repositioning of Kev as an 'undesirable other,' to which Kev constructs another small story as a counter-response. It is argued such an interactional approach to prejudice illuminates actors' social-action goals in real time and could lead to the formulation of more sensitive interventions.

Expanding Hegemonic Masculinity: The Use of Irony in Young Men’s Stories About Romantic Experiences

“…Analyzing this flexible negotiation necessitates a close, discursive analysis of conversational interaction. During the past decade, there has been an increasing amount of theoretical and analytic attention to masculinity from a discursive orientation (Edley & Wetherell, 1997;Korobov, 2004Korobov, , 2005Korobov, , 2006Korobov & Bamberg, 2004;Moissinac, 2006;Riley, 2003;Speer, 2002;Wetherell & Edley, 1999). Discursive work has been instrumental in revealing how traditionally hegemonic norms are not only discursively produced and reproduced but also how they are routinely denied, inoculated from challenge, and mitigated through irony, humor, and parody.…”

Nedsettende – og innafor? Læreres erfaringer med elevers bruk av stereotypier og fordomsuttrykk i klasserommet

“…Elevers uttrykte oppfatninger og opptredener kan slik også forstås som en måte å sende ut de rette sosiale signaler og meldinger om hvem de er, eller hvem de ønsker å vaere, samt å etablere vennskap og sosiale bånd. I dette samspillet mellom elevene kan bruk av stereotypier og fordomsuttrykk tilskrives negative eller positive betydninger -en ambivalens når det kommer til ytringens mening, avhengig av hvilke elever som er involvert og av relasjonen dem imellom (Ambjörnsson, 2004;Johannessen, 2020;Lundström, 2006;Moissinac, 2006;Phoenix et al, 2003;Slaatten et al, 2015).…”