Ordering within moral orders to manage classroom trouble

Doherty, Catherine and McGregor, Rowena and Shield, Paul (2016) Ordering within moral orders to manage classroom trouble. Pedagogies: an international journal, 11 (2). pp. 127-145. ISSN 1554-480X

Abstract

This paper demonstrates how classroom trouble warranting teacher intervention can stem from transgressions in different layers of the complex moral order regulating classroom interactions. The paper builds from Durkheim’s treatment of schooling as the institution responsible for the inculcation of a shared moral order, Bernstein’s distinction between the instructional and regulative discourses in any pedagogic setting and the concept of verticality in the instructional discourse to illuminate how curricular knowledge might apply across different contexts. This paper proposes a similar vertical dimension of moral gravity in the regulative discourse, such that some moral expectations apply across any context, while others are highly contextualized. This paper then applies this frame to data from classroom observations conducted in prevocational pathways for 16 years olds created under Australia’s “earning or learning till 17” policy. This paper describes the variety of moral premises teachers invoked in different teacher/class combinations, according to their level of moral gravity to display the dominant use of highly contextualized moral premises seeking institutional compliance, and minimal use of broader moral frames for these students on the brink of entry to the adult world.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Files associated with this item cannot be displayed due to copyright restrictions.
Faculty / Department / School: Current - Division of Academic Services - Library
Date Deposited: 02 Jun 2017 04:36
Last Modified: 02 Jun 2017 04:36
Uncontrolled Keywords: morality; classroom trouble; prevocational programmes; regulative discourse; moral gravity
Fields of Research : 13 Education > 1301 Education Systems > 130106 Secondary Education
Identification Number or DOI: 10.1080/1554480X.2016.1165617
URI: http://eprints.usq.edu.au/id/eprint/32370

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