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ERIC Number: ED133346
Record Type: RIE
Publication Date: 1975-Dec
Pages: 22
Abstractor: N/A
Reference Count: 0
Squaring the Peg or Rounding the Hole: Teacher Categorization of Pupils' Routine Acts.
Volpe, Joan
Taking an ethnomethodological perspective, this paper addresses itself to the central question of how meanings are constructed by members to create social reality. Here, the interest lies in explicating the interpretive procedures used by the classroom teacher in constructing pupil categorizations. As a specialist, the teacher is expected to be able to detect and assign significant features of children's routine acts to both social (behavioral) and functional (performance) categories. The paper begins by discussing methods used in data collection. These include introspection, role-taking, and the analysis of taped accounts. The procedures used by the actor-teacher to construct a social reality for a second grade class are examined and are documented by ongoing accounts and retrospective conversations. Critical behavioral distinctions made by the teacher are, among others, the 'hyper', the 'imaginative', and the 'flexible', child. Those distinctions which pertain to function or performance are the 'slow learner', the 'sharpie', and the 'conservative' child. Of particular interest is the teacher's interpretation of children's routine acts and performances in light of existing categorizations. Another area of concern deals with change in category interpretation. It appears that reinterpretation of already assigned categories occurs only when children continuously act or perform in a contradictory way. (Author)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Meeting of the American Anthropological Association (San Francisco, California, December 2-6, 1975)