liu.seSearch for publications in DiVA
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Doing subteaching in school group work: Positionings, resistance, and participation frameworks
Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
2003 (English)In: Language and Education, ISSN 0950-0782, E-ISSN 1747-7581, Vol. 17, no 3, 208-234 p.Article in journal (Refereed) Published
Abstract [en]

This study focuses on subteaching, a phenomenon that regularly appears in pupil-run group work. On some occasions, junior high school pupils positioned themselves as subteachers, and exploited a series of teacher-like strategies. Thus, by instructing, evaluating, and disciplining their peers, they were found to take on repertoires and practices prototypical of classroom teaching. Thereby, discursive practices that characterise traditional classroom interaction were reproduced in small-group formats. On other occasions, subteaching was partly created by the pupils themselves in that they positioned themselves as pupils in relation to co-participant pupils, who were treated as 'teachers'. Yet, the same pupils, at times, challenged such teacher positionings in a number of ways, e.g. by resisting the subteacher's task requirements. Regardless of whether pupils were positioned as subteachers or positioned themselves, subteaching was ultimately always a collaborative affair.

Place, publisher, year, edition, pages
2003. Vol. 17, no 3, 208-234 p.
National Category
Social Sciences Interdisciplinary
Identifiers
URN: urn:nbn:se:liu:diva-28516DOI: 10.1080/09500780308666849Local ID: 13666OAI: oai:DiVA.org:liu-28516DiVA: diva2:249326
Available from: 2009-10-09 Created: 2009-10-09 Last updated: 2012-06-28Bibliographically approved
In thesis
1. Doing morality in school: Teasing, gossip and subteaching as collaborative action
Open this publication in new window or tab >>Doing morality in school: Teasing, gossip and subteaching as collaborative action
2002 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

The present thesis investigates socializing practices that take place among pupils during group-work sessions in Swedish junior high schools. The pupils, who were video recorded during such sessions, were supposed to work on common assignments, but quite often digressed into so-called off-task talk Most of the present analyses focus on such digressions.

More specifically, the purpose of the thesis was to study pupils' moral practices. Through the staging of such practices, the pupils could be seen to be 'doing morality in school'. A basic assumption was that social norms are best seen when the participants themselves identify transgressions of these norms. Three communicative genres in which moral practices become plainly visible were chosen as the basis for analysis: (i) teasing, (ii)gossiping, and (iii) so-called 'suhteaching', that is, sequences of talk where at least one pupil is positioned as a deputy teacher. Sequences of these genres were transcribed in detail, and a conversational approach was applied for the purpose of close analyses of moral practices.

The findings are presented in four articles. The first article focuses on on gender socialization and illustrates the fine details of how boys and girls orient to gender in teasing practices. It also shows that cross-gender teasing is far more common than same-gender teasing. In the second article, the dialogic architecture of teasing is analyzed, showing that pupils often rely on their co-participants in the staging of teases, and that they employ a rich repertoire of responce strategies: account work, denial, minimal responses, playing along with the teasing, retaliation, and proactive work. The third article focuses on gossiping, and more specifically on how gossip sometimes serves as remedial action for incidents or states of affairs that can be seen as degrading for the primary gossiper's social standing. Finally, the fourth article analyzes so-called 'sub-teaching' and resistance to such subteaching. Regardless of whether pupils are positioned as subteachers or position themselves, subteaching is ultimately always a collaborative affair.

Together the four studies show some of the skills that pupils must master in order to participate successfully in group interaction. Ultimately, pupils' (local) standing largely depends upon acquiring such skills. The conclusion is that school is perhaps not foremost a place where you learn a set of moral norms, but an arena where you learn to practically manage yourself in and through talk-in-interaction.

Place, publisher, year, edition, pages
Linköping: Tema Barn, 2002. 104 p.
Series
Linköping Studies in Arts and Science, ISSN 0282-9800 ; 256
Keyword
Morality, school group work, off-task talk, social interaction, socializing practices collaboration, rhetoric, teasing, gossiping, subteaching, disourse analysis, Elever, etik och moral, skolan, skvaller, samtal, sociala aspekter
National Category
Social Sciences Interdisciplinary
Identifiers
urn:nbn:se:liu:diva-28517 (URN)13667 (Local ID)91-7373-341-5 (ISBN)13667 (Archive number)13667 (OAI)
Public defence
2002-05-24, Hörsal Planck, Fysikhuset, Universitetsområdet Valla, Linköping, 13:15 (Swedish)
Supervisors
Available from: 2009-10-09 Created: 2009-10-09 Last updated: 2014-08-29Bibliographically approved

Open Access in DiVA

No full text

Other links

Publisher's full text

Authority records BETA

Tholander, MichaelAronsson, Karin

Search in DiVA

By author/editor
Tholander, MichaelAronsson, Karin
By organisation
Department of Child StudiesFaculty of Arts and Sciences
In the same journal
Language and Education
Social Sciences Interdisciplinary

Search outside of DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 404 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf