Ordering within moral orders to manage classroom trouble

Article


Doherty, Catherine, McGregor, Rowena and Shield, Paul. 2016. "Ordering within moral orders to manage classroom trouble." Pedagogies: an international journal. 11 (2), pp. 127-145. https://doi.org/10.1080/1554480X.2016.1165617
Article Title

Ordering within moral orders to manage classroom trouble

ERA Journal ID20756
Article CategoryArticle
AuthorsDoherty, Catherine (Author), McGregor, Rowena (Author) and Shield, Paul (Author)
Journal TitlePedagogies: an international journal
Journal Citation11 (2), pp. 127-145
Number of Pages19
Year2016
Place of PublicationUnited States
ISSN1554-480X
1554-4818
Digital Object Identifier (DOI)https://doi.org/10.1080/1554480X.2016.1165617
Web Address (URL)http://www.tandfonline.com/doi/full/10.1080/1554480X.2016.1165617
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.

Keywordsmorality; classroom trouble; prevocational programmes; regulative discourse; moral gravity
ANZSRC Field of Research 2020390306. Secondary education
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Byline AffiliationsQueensland University of Technology
Institution of OriginUniversity of Southern Queensland
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