Normer og identitetstilskrivninger i 2. klasse: Hvordan påvirker identitetstilskrivninger normerne for godt gruppearbejde?

Pauline Skalts


In this study, I examine norms and ascribed identities in a group conversation among four second graders from the perspective of linguistic ethnography. Firstly, I examine which norms of good behaviour they establish in the conversation regarding carrying out group work. Secondly, I examine whether this set of norms is the same for all four students, or whether the students’ ascribes identities affect what will be sanctioned as breaking a norm. The examined data originates from the Amager project and consists of firstly a recorded session of group work carried out by four second graders, and secondly the field notes from a period of two months leading up to the recording. Using conversation analysis I analyse excerpts from the recording and compare them with episodes from the field notes. I show how being ascribed identities such as ”the troublemaker” and ”the goofy guy” seemingly affects which actions will be sanctioned by the other students as breaking the norm – actions that otherwise in the recording is considered complying with the norm. I also show how these sanctions seemingly are copied by the students from everyday episodes of interactions between ”the troublemaker” and the students’ main teacher.


norms; identity; children’s interaction; linguistic ethnography

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