Cheaters and Stalkers : Accusations in a classroom
Niemi, K., & Bateman, A. (2015). ‘Cheaters and Stalkers’ : Accusations in a classroom. Discourse studies, 17 (1), 83-98. doi:10.1177/1461445614557755
Published inDiscourse studies
© The Author(s) 2014. © SAGE Publications. This is an author's final draft version of an article whose final and definitive form has been published by SAGE Publications Ltd. Published in this repository with the kind permission of the publisher.
This paper explores accusations as collaboratively accomplished in classroom peer interactions in the absence of a teacher. The analysis shows how the children use local classroom rules and teacher authority as resources and warrants to invoke multi-layered moral orders and identities, and hold one child accountable through accusations about their behavior. The accused children are categorized in a duplicative way with morally degrading descriptions and as out-group members. This paper argues that understanding children’s accusations requires understanding of how such interactions compose and reflect the school context that is co-produced through the implementation of accountable ways in which to behave.