| 1. |
- Tholander, Michael, 1965-
(författare)
-
Harold Garfinkel
- 2014
-
Ingår i: Sociologins teoretiker. - Malmö : Gleerups Utbildning AB. - 9789140678638 ; , s. 153-171
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)
|
|
| 2. |
- Tholander, Michael, 1965-
(författare)
-
"How long was your poem?" : Social comparison among junior high school students
- 2011
-
Ingår i: QSE. International journal of qualitative studies in education. - London : Routledge. - 0951-8398 .- 1366-5898. ; 24:1, s. 31-54
-
Tidskriftsartikel (refereegranskat)abstract
- The present article focuses on in situ social comparison among junior high school students. Rather than studying social comparison as an individual phenomenon in experimental situations, which has been common in previous research, the study analyzes social comparison as a real-life social practice. The results show that the practice of social comparison among students reconnects to central elements of the formal assessment system. For instance, in staging comparison sequences, the students often circulated prior teacher assessments or engaged in various counting practices. Moreover, the results show that students partake in social comparison in order to establish, protect, or recapture an image as successful students. In so doing, they are socialized into a range of useful social-comparison practices. Despite this, some students necessarily turn out to be positioned lower than others. Thus, social comparison among students can be seen as an informal stratification process in the school system.
|
|
| 3. |
- Tholander, Michael, 1965-
(författare)
-
Mundane whistleblowing : Social drama in assessment talk
- 2011
-
Ingår i: Discourse Studies. - London : Sage. - 1461-4456 .- 1461-7080. ; 13:1, s. 69-92
-
Tidskriftsartikel (refereegranskat)abstract
- Based on recordings of naturalistic interaction, this study explores how a case of mundane whistleblowing unfolds in real time. In the analyzed recordings, a teacher instructs five students to engage in self- and peer-assessment. A few minutes into the session, one of the students indirectly accuses his peers of staging a cover-up. This whistleblowing action is analyzed in detail, but the main analytical focus is on the conversational strategies employed in response to it. These strategies – e.g., emotional displays, the undermining of credibility, fabricated accusatory detailing, covert silencing, puzzle work, and threats – were used both to repair the potential damage of the whistleblowing and to punish the whistleblower. More overt and hostile strategies were used after the formal assessment was over and the teacher had left the students to themselves. Students’ participation in the studied type of activites can be seen to develop their capacity to transform social relationships, to broaden their notions of peer loyalty, and to enhance their sense of social structure.
|
|
| 4. |
- Tholander, Michael, 1965-
(författare)
-
Student-led conferencing as democratic practice
- 2011
-
Ingår i: Children and Society. - : Wiley. - 1099-0860 .- 0951-0605. ; 25:3, s. 239-250
-
Tidskriftsartikel (refereegranskat)abstract
- School conferences, in which teachers meet with parents and students, have long been criticised for being an undemocratic practice. Traditionally, such conferences have been organised and governed by the teacher. However, in recent years, student-led conferences have become more common in Swedish schools. The present article focuses on eight such conferences in a sixth grade class. The results show that the students became more visible during student-led conferences and that the conversational climate became more open. However, the teacher still controlled the conferences in a number of ways: (1) she alone decided the seriousness of the various problems discussed, (2) she often manoeuvred the students towards certain desirable answers, and (3) she almost always had the last word. Moreover, as students were constantly asked to assess their own culpability in relation to various problems, a strong individualistic focus prevailed.
|
|
