Trapped in a Moral Order: Moral Identity, Positioning and Reflexivity in Stories of Confrontation among Latin American Teenage School Girls in Madrid

Autor/in	Patiño-Santos, Adriana
Titel	Trapped in a Moral Order: Moral Identity, Positioning and Reflexivity in Stories of Confrontation among Latin American Teenage School Girls in Madrid
Quelle	In: AILA Review, 29 (2016), S.83-113 (31 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1461-0213
DOI	10.1075/aila.29.04pat
Schlagwörter	Foreign Countries; Adolescents; Secondary School Students; Latin Americans; Females; Immigrants; Moral Values; Self Concept; Conflict; Sociolinguistics; Discourse Analysis; Peer Relationship; Teacher Student Relationship; Parent Child Relationship; Beliefs; Ethnography; Personal Narratives; Discipline Problems; Student Behavior; Aggression; Student Diversity; Student Attitudes; Teacher Behavior; Interviews; Observation; Spain (Madrid) + Suchen Sie Ihr Suchwort? Ausland; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Sekundarschüler; Latin America; People; Lateinamerika; Bevölkerung; Volk; Weibliches Geschlecht; Immigrant; Immigrantin; Immigranten; Moral value; Ethischer Wert; Selbstkonzept; Konflikt; Soziolinguistik; Diskursanalyse; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Belief; Glaube; Ethnografie; Erlebniserzählung; Student behaviour; Schülerverhalten; Teacher behaviour; Lehrerverhalten; Interviewing; Interviewtechnik; Beobachtung
Abstract	This paper focuses on the forms of reflexivity that emerge in the conversational narratives of Latin American teenage school girls co-produced during sociolinguistic interviews, in a multicultural school in the centre of Madrid. The narratives about confrontation at school portray the girls' actions and ways of making sense of such behaviours, in the course of their migrant life trajectories. Understanding narratives as communicative repertoires (Rymes 2014) of an interactive and situated nature makes them suitable discursive spaces for revealing the moral identity constructed, and the moral order evoked in these narratives. Herein we analyse stories recounting conflicts with three different groups of opponents: female peers, teachers and parents. It is in recounting and evaluating moments of conflict that social actors call upon their systems of beliefs and values. The failure of the girls' secondary school and all the negative repercussions of such failure are central to the ethnographic circumstances in which their narratives are produced. Some attention will be given to the researcher's reflexivity, as a co-teller of the narratives gathered, but also in the interpretations made of the data in the light of expectations built up over time regarding the social actors' academic trajectories. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01