Shifting Moral Stances: Morality and Gender in Same-Sex and Cross-Sex Game Interaction

Evaldsson, Ann‐Carita

doi:10.1207/s15327973rlsi3703_3

Cited by 55 publications

(50 citation statements)

References 25 publications

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“…As also shown in previous studies (see for example Löf-dahl, 2006;Johansson, 2007;Evaldsson, 2004;Cromdal, 2001) such specific circumstances could be gender, age, specific peers, activities and skills, which further strengthen the results in this article. Taken together, these results imply furthermore that some children probably have greater capability than others to position themselves in relation to high power and status, which could be linked to their access to tokens of various kinds, including established relationships with other children or to what extent their age is regarded as proper age.…”

Section: Positioning Work: Negotiating and Moving Between Available Psupporting

confidence: 89%

“…Research from various points of view has shown that children in preschool and school construct social relations and social order in shared activities of different kinds, such as play activities (Corsaro, 1985(Corsaro, , 2005Löfdahl & Hägglund, 2006a;Löfdahl & Hägglund, 2006b;Löfdahl, 2006), art and narration activities (Änggård, 2005a, 2005b), computer activities (Ljung-Djärf, 2008), science activities and literacy events (Ritchie, 2002;Zacker, 2008) and conversations (Evaldsson, 2004(Evaldsson, , 2007Goodwin, 2002). There are also studies of positioning in children's daily activities in school (Ayton, 2008).…”

Section: Research About Positioning and Social Ordermentioning

confidence: 99%

“…In addition to these aspects, there are other important factors in children's negotiations such as gender, physical strength (Johansson, 2007), family assets and clothing (Goodwin, 2001(Goodwin, , 2002 and physical skills in specific game activities (Evaldsson, 2004). In a study of preschool children's negotiations about ethics, Johansson shows that children who are fast, strong, big or old are given more power, which in turn can lead to increased rights.…”

Section: Research About Positioning and Social Ordermentioning

confidence: 99%

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Tokens, peer context and mobility in preschool children's positioning work

Skånfors¹

2010

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This article is about the positioning work of preschool children. Ethnographic observations were made of interactions among 2-5-year-olds in their preschool setting. In the analysis, Corsaro's theoretical framework of children's peer cultures and positioning theory as described by Harré & Langenhove were used. Results show that children share knowledge concerning their social positions in the peer group as built up, negotiable and possible to move between in relation to various 'tokens', namely established relationship, proper age and specific competence, all of which change in relevance depending on the actual peer context and activity.

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Section: Positioning Work: Negotiating and Moving Between Available Psupporting

confidence: 89%

Section: Research About Positioning and Social Ordermentioning

confidence: 99%

Section: Research About Positioning and Social Ordermentioning

confidence: 99%

See 1 more Smart Citation

Tokens, peer context and mobility in preschool children's positioning work

Skånfors¹

2010

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“…7 Fusi's present way of highlighting disagreement bears resemblance to procedures found among children in various peer group interactions, indicating that in some children peer group conflicts 'can provide a primary way of dealing with coparticipants in interaction' (Goodwin, 1983, p. 658;Evaldsson, 2004;Kyratzis, 2004).…”

Section: Concluding Discussionmentioning

confidence: 87%

Staging Linguistic Identities and Negotiating Monolingual Norms in Multiethnic School Settings

Čekaitė

Evaldsson

2008

International Journal of Multilingualism

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The present study explores a child L2 novice's emergent interactional competence during her first year in a Swedish immersion classroom. Within the theoretical framework of situated learning it focuses on how the novice acquires expertise in a specific classroom practice: multiparty classroom talk. The data cover three periods (the early, mid-, and late phase) of her first school year. The methods adopted combine a microanalytic approach with ethnographic fieldwork analyses of L2 socialization within a classroom community.The analyses revealed systematic changes in the novice's interactional engagements. An interplay of language skills and turn-taking skills influenced her participation in multiparty talk during the three periods, casting her as (i) a silent child, (ii) a noisy and loud child, and as (iii) a skilful student. These changes indicate that learning cannot be seen as a unilinear development of a single learner identity. It is argued that a detailed longitudinal analysis may provide important insights into the relation between participation and L2 learning. Instead of unilinear development of a single 'learner' identity we may find different participation patterns linked to distinct language learning affordances over time.Key words: interactional competence, children 's L2 learning, language competence, turn-taking, learner identity.Schooling is a significant part of children's everyday life, and socialization into the interactional management of classroom talk (e.g., turn design in a competitive multiparty classroom setting) 2 constitutes an essential part of children's 'learning lessons', their ways of becoming competent members of a classroom community (Mehan, 1979).1 As demonstrated by second language (L2) ethnographies, participation in social activities in the classroom is related to second language acquisition and socialization (e.g., Bayley & Schecter, 2003;Duff, 1995;Hall 1998;Morita, 2000; Willet, 1995). L2 learning, therefore, needs to be studied in relation to the novice's interactional management of classroom activities.The present ethnographically oriented study tracks an L2 novice's participation in an immersion classroom. Using a longitudinal design, it explores a 7-year-old Kurdish girl's emergent interactional competence during her first year in a language classroom. Interactional competence involves a range of skills for using language to accomplish social actions, including social aspects of language use such as knowing when, how, and with whom to engage in conversational activities (Hymes, 1972;Schegloff et al., 2002). In the present study it is defined as participants' knowledge of the interactional architecture of a specific discursive practice, including knowing how to configure a range of resources through which this practice is created (Young & Miller, 2004, p. 520;Hall, 1999). It entails knowledge of linguistic resources constituting particular activities (the lexis and syntactic structures) (Young & Miller, 2004), pragmatic skills, such as topic introduction and maintena...

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“…Some studies have also illuminated how morality and identity (positionings) are related, and how morality should be understood as an action rather than an individual internal quality (Adelswärd, 1998;Evaldsson, 2005a;Tholander, 2002;Tholander & Aronsson, 2003). For example, in a study of students in junior high school, Tholander and Aronsson (2003) analyzed subteaching practices among youth in informal group work sessions.…”

Section: Identities In Interaction In Institutional Settingsmentioning

confidence: 99%

Disciplining Freedom : Treatment Dilemmas and Subjectivity at a Detention Home for Young Men

Franzén¹

2014

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This ethnographic study explores treatment practices and staff-resident interaction at a detention home for young men, drawing on video recorded conversations and interviews. It investigates ideological dilemmas inherent in the institutional setting and how these produce complex subject positions to uptake, negotiate or refuse. Study I explores a core treatment dilemma: coercion vs. freedom, involving the dual institutional goal of coercing residents into norm abiding behavior and of producing individuals who behave "properly" out of their own free will. It focuses on staff members’ talk about token economy, illuminating rhetorical resources deployed to avoid the troubled subject position of a disciplinarian. Study II investigates disciplinary humor, illuminating how humor is used both to impose and disrupt social order. It shows how staff members and youths skillfully deploy humor in negotiating local hierarchies related to authority, generation, and age. Humor was also found to be a useful way of navigating ideological dilemmas. Study III explores behavior modification practices, focusing on how selfassessment practices can be conceptualized as responsibilization that emphasizes self-regulation. It documents the participants’ engagement in strategic deployment of specific subject position relations, “young boy”-caregiver rather than delinquent-disciplinarian. In brief, the thesis shows that subject positions are essentially co-constructed, and how positions related to age are highly relevant in this institutional setting. Paradoxical aspects of subject positions provide discursive resources that can be deployed to navigate ideological dilemmas such as that of coercion vs. freedom, but also to handle issues of authenticity.Denna etnografiska studie undersöker behandlingspraktiker och interaktion mellan personal och ungdomar på ett särskilt ungdomshem för unga män. Materialet består framförallt av videoinspelad interaktion och intervjuer. I studien utforskas ideologiska dilemman samt hur dessa producerar komplexa subjektspositioner att uppta, förhandla om eller neka. Studie I undersöker ett huvuddilemma: tvång vs. frihet, vilket involverar de dubbla institutionella målen att tvinga ungdomarna till önskvärt beteende och att producera individer som beter sig ”korrekt” av egen fri vilja. Fokus ligger på personalens tal om teckenekonomi och studien synliggör retoriska resurser som används för att undvika positionen ”disciplinär personal”. Studie II utforskar disciplinerande humor och synliggör hur humor används både för att skapa och omskapa den sociala ordningen. Studien visar hur personal och ungdomar skickligt använder humor i förhandlingar om lokala hierarkier relaterade till auktoritet, generation och ålder. Humor var också ett sätt att navigera ideologiska dilemman. Studie III undersöker beteendemodifieringspraktiker, med fokus på hur självutvärdering kan förstås som responsibilisering med fokus på själv-reglering. Studien dokumenterar deltagarnas strategiska användning av specifika subjektspositionsrelationer,...

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Shifting Moral Stances: Morality and Gender in Same-Sex and Cross-Sex Game Interaction

Cited by 55 publications

References 25 publications

Tokens, peer context and mobility in preschool children's positioning work

Tokens, peer context and mobility in preschool children's positioning work

Staging Linguistic Identities and Negotiating Monolingual Norms in Multiethnic School Settings

Disciplining Freedom : Treatment Dilemmas and Subjectivity at a Detention Home for Young Men

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