Difference between revisions of "Pillet-Shore2023"
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|Volume=7 | |Volume=7 | ||
|Number=1 | |Number=1 | ||
| + | |Pages=12-37 | ||
|URL=https://utppublishing.com/doi/10.1558/rcsi.23557 | |URL=https://utppublishing.com/doi/10.1558/rcsi.23557 | ||
|DOI=10.1558/rcsi.23557 | |DOI=10.1558/rcsi.23557 | ||
|Abstract=This article advances our understanding of institutional interaction by showing when and how it can be advantageous for professionals to treat addressed recipients as non-unique. Examining how teachers talk about children-as-students during parent–teacher conferences, this investigation illuminates several specific interactional methods that teachers use to depersonalize the focal student’s trouble, delineating as among these the novel practice of ‘routinizing’ – citing first-hand experience with other similar cases. Analysis demonstrates how teachers use routinizing to enact their expertise, both responsively as a vehicle for attenuating and credentialing their advice-giving to parents/caregivers, and proactively to pre-empt parent/caregiver resistance to their student assessments/evaluations. This research thus reveals how routinizing licenses teachers’ authority vis-à-vis the focal student’s trouble by making salient the epistemic basis for their claims. | |Abstract=This article advances our understanding of institutional interaction by showing when and how it can be advantageous for professionals to treat addressed recipients as non-unique. Examining how teachers talk about children-as-students during parent–teacher conferences, this investigation illuminates several specific interactional methods that teachers use to depersonalize the focal student’s trouble, delineating as among these the novel practice of ‘routinizing’ – citing first-hand experience with other similar cases. Analysis demonstrates how teachers use routinizing to enact their expertise, both responsively as a vehicle for attenuating and credentialing their advice-giving to parents/caregivers, and proactively to pre-empt parent/caregiver resistance to their student assessments/evaluations. This research thus reveals how routinizing licenses teachers’ authority vis-à-vis the focal student’s trouble by making salient the epistemic basis for their claims. | ||
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Latest revision as of 07:12, 28 March 2025
| Pillet-Shore2023 | |
|---|---|
| BibType | ARTICLE |
| Key | Pillet-Shore2023 |
| Author(s) | Danielle Pillet-Shore |
| Title | Depersonalizing troubles in institutional interaction |
| Editor(s) | |
| Tag(s) | EMCA, Conversation analysis, Routinizing |
| Publisher | |
| Year | 2023 |
| Language | English |
| City | |
| Month | |
| Journal | Research on Children and Social Interaction |
| Volume | 7 |
| Number | 1 |
| Pages | 12-37 |
| URL | Link |
| DOI | 10.1558/rcsi.23557 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
This article advances our understanding of institutional interaction by showing when and how it can be advantageous for professionals to treat addressed recipients as non-unique. Examining how teachers talk about children-as-students during parent–teacher conferences, this investigation illuminates several specific interactional methods that teachers use to depersonalize the focal student’s trouble, delineating as among these the novel practice of ‘routinizing’ – citing first-hand experience with other similar cases. Analysis demonstrates how teachers use routinizing to enact their expertise, both responsively as a vehicle for attenuating and credentialing their advice-giving to parents/caregivers, and proactively to pre-empt parent/caregiver resistance to their student assessments/evaluations. This research thus reveals how routinizing licenses teachers’ authority vis-à-vis the focal student’s trouble by making salient the epistemic basis for their claims.
Notes
