Normer og identitetstilskrivninger i 2. klasse: Hvordan påvirker identitetstilskrivninger normerne for godt gruppearbejde?
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norms, identity, children’s interaction, linguistic ethnographyResumé
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.Referencer
Blommaert, J. (2005): ”Identity” i: Discourse – A Critical Introduction, Cambridge University Press, s. 203–232.
Blommaert, J. (2006): Ethnographic fieldwork: A beginner’s guide. Institute of Education, University of London. Draft, November 2006, s. 3–54.
Blommaert, J. & J. van der Aa (2015): ”Ethnographic monitoring and the study of complexity” i: Tilburg Papers in Culture Studies, Paper 123.
Femø Nielsen, M. & S. Beck Nielsen (2005): ”Metodens kendetegn” i: Samtaleanalyse, Samfundslitteratur, s. 21–26.
Johnson, R. (2015): ”Varning för antiplluggkulturen!” i: Värst i klassen: berättelser om stökiga pokar i innerstad och förort. Ordfront, s. 107–135.
Lundqvist, U. (2015): ”Becoming a ”smart student”: The emergence and unexpected implications of one child’s social identification” i: Madsen, L. M., Karrebæk, M. S., Møller, J. S. (Eds.) Everyday Languaging. Collaborative research on the language use og children and youth. De Gruyter Mouton, s. 121-144.
Madsen, Lian Malai, Martha Karrebæk & Janus Møller (2015): Everyday Languaging. Collaborative research on the language use og children and youth. De Gruyter Mouton.
Rampton, B., Maybin, J., & Roberts, C. (2014): Methodological foundations in linguistic ethnography. Working Papers in Urban Language & Literacies, s. 1–13.
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