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1 – 10 of 40Purpose – 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…
Abstract
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 chapter – 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.
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Karin Aronsson is a professor at the Department of Child and Youth Studies, Stockholm University, and before that at Linköping University (1988–2008). Her work focuses on how talk…
Abstract
Karin Aronsson is a professor at the Department of Child and Youth Studies, Stockholm University, and before that at Linköping University (1988–2008). Her work focuses on how talk is used to build social organization, with a particular focus on children's peer groups, institutional encounters, and identity-in-interaction. Other research interests include children's play, informal learning, and bilingual conversations. She publishes internationally, and her most recent papers appeared in Language in Society and Discourse & Society. A recent book is: Hedegaard, M., Aronsson, K., Højholt, C., & Skjær Ulvik, O. (Eds.). Children, childhood and everyday life: Children's perspectives. Charlotte, NC: Information Age Publishing.
Susan Danby and Maryanne Theobald
Disputes in everyday life – Social and moral orders of children and young people has papers written by researchers whose interests lie in studying children's everyday…
Abstract
Disputes in everyday life – Social and moral orders of children and young people has papers written by researchers whose interests lie in studying children's everyday interactions, with a balance of papers from emerging and well-established researchers in this field. The volume draws on scholarship from Australia, England, New Zealand, Sweden, Turkey, United States of America (USA), and Wales, investigating everyday practices of children's disputes in Australia, England, Italy, Sweden, USA, and Wales. The papers themselves speak to the theme of the volume, so we only briefly summarize their contents.
The figure of the female revenger has haunted the western imagination as far back as some of the earliest extant texts, most starkly in Euripides' tragedies Hecuba and Medea (c…
Abstract
The figure of the female revenger has haunted the western imagination as far back as some of the earliest extant texts, most starkly in Euripides' tragedies Hecuba and Medea (c. 430–420 bc). She has tended to take on one of three forms: the scorned woman, the vengeful mother or the victim of physical violence, almost always sexual violence.
This chapter presents an interdisciplinary and transhistorical understanding of the troubling figure of the violent female revenger in her shifting incarnations. The investigation traces conceptual strands through a variety of cultural texts, focusing on specific instances that are both situated historically and simultaneously analysed for the ways in which they reflect recurring priorities and cultural anxieties through the centuries.
After considering key ideas such as revenge and justice and gender and revenge, the chapter looks more closely at the so-called rape-revenge genre, moving from the earliest examples such as I Spit on Your Grave (1978) to more recent films which are considered for the ways they intersect with the global feminist protest movement #MeToo, and other key cultural moments such as the Harvey Weinstein case and the very public trial of the USA Gymnastics national team doctor Larry Nassar: Revenge (2017), The Nightingale (2018) and Promising Young Woman (2020). The chapter draws direct lines of connection between imaginative works, cultural types and stereotypes, and lived reality in order to come to a fuller understanding of the female revenger.
María Reina Santiago-Rosario and Kent McIntosh
Racial/ethnic inequities in school discipline are a widespread problem in education. A promising intervention approach is to focus on discipline decisions as an adult behavior and…
Abstract
Racial/ethnic inequities in school discipline are a widespread problem in education. A promising intervention approach is to focus on discipline decisions as an adult behavior and use data to identify situations in which discipline decisions show the greatest disparities for underserved students (e.g., Black, Latinx, Indigenous, students with disabilities). Following a three-step process educators (1) work to identify situations and/or personal states conducive to biased decision-making, (2) develop self-management routines to be used in real time when facing those moments, and (3) teach these strategies to students. By engaging in this work, educators learn to become self-aware of moments when decisions are likely influenced by personal biases known as vulnerable decision points (VDPs). VDP identification helps educators identify actions that may not align with personal values (developing educator self-awareness). Once aware of VDP characteristics, educators can map a neutralizing routine or self-management strategies that slow down decision-making and automatic responses during VDPs. This chapter describes a school-wide approach used to support educators with identification of VDPs, the development of neutralizing routines for themselves, and then teaching these strategies to students.
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