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Inconsistencies in everyday patterns of school rules
Linköping University, Department of Behavioural Sciences and Learning, Teaching and Learning in School, Teacher Education and other Educational Settings. Linköping University, Faculty of Educational Sciences.ORCID iD: 0000-0001-9233-3862
2007 (English)In: Ethnography and Education, ISSN 1745-7823, E-ISSN 1745-7831, Vol. 2, no 3, 401-416 p.Article in journal (Refereed) Published
Abstract [en]

The aim of this study is to investigate and explain inconsistencies within the social constructions of school rules as they take shape in everyday interactions between teachers and students, and to explore how students interpret these inconsistencies. An ethnographic study is conducted in two primary schools in Sweden. According to the findings, implicit rules, i.e., unarticulated supplements or exceptions, can, at least in part, explain inconsistencies in teachers’ efforts to uphold explicit school rules to the explicit rules. Nevertheless, rule inconsistency and unarticulated implicit rules appear to create rule diffusion, which, in turn, creates a prediction loss among students. They cannot always predict what will be appropriate behaviour in particular situations, and how teachers will react to their behaviour. Furthermore, this appears to result in a negotiation loss for students. They cannot openly discuss and negotiate on rules if they are unaware of such rules.

Place, publisher, year, edition, pages
Taylor and Francis , 2007. Vol. 2, no 3, 401-416 p.
National Category
Educational Sciences
URN: urn:nbn:se:liu:diva-11890DOI: 10.1080/17457820701547609OAI: diva2:18289

Original publication: Robert Thornberg, Inconsistencies in everyday patterns of school rules, 2007, Ethnology and Education, (2), 3, 401-416. Copyright Taylor & Francis Group, an informa business

Available from: 2008-05-23 Created: 2008-05-23 Last updated: 2016-05-04

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