Teacher authority as practical action

Abstract Working from a collection of videotape records of high school classrooms, sequences of reproach are examined as interactional organizations of authority, and practical action. The phrase “practical action” is most familiar in ethno-methodological studies, and promises an analysis of ordinary affairs for their accomplished character, for how sense, meaning, and action are produced and witnessed. The report details the endogenous relevance of sequential position for the organization of reproach, and the exercise of teachers' authority.

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