Teasing as serious business: Collaborative staging and response work
2002 (English)In: Text - an interdisciplinary journal for the study of discourse, ISSN 0165-4888, Vol. 22, no 4, 559-595 p.Article in journal (Refereed) Published
Teasing can be seen as one of the socializing practices that take place within schools. Yet prior work on teasing has often had a inonological bias. In this study, the dialogic architecture of teasing sequences in pupils' work groups at school is analyzed in detail-covering both the collaborative staging of teasing, and the response work that teasing brings about. Teasing can be seen as a way of controlling norm transgressions, and response work is therefore a contingent aspect of teasing. The findings show that pupils employ a rich repertoire of response strategies: account work, denial, minimal responses, playing along with the teasing, retaliation, and proactive work. Ultimately, a pupil's (local) standing depends to a large extent upon acquiring such skills. The findings also show that pupils often rely on their co-participants both in the staging of teases and in response work. ⌐ Walter de Gruyter.
Place, publisher, year, edition, pages
2002. Vol. 22, no 4, 559-595 p.
teasing, response work, collaboration, socializing practices, rhetoric, discourse analysis
Social Sciences Interdisciplinary
IdentifiersURN: urn:nbn:se:liu:diva-28515DOI: 10.1515/text.2002.022Local ID: 13665OAI: oai:DiVA.org:liu-28515DiVA: diva2:249325