“I will send badass viruses.” Peer threats and the interplay of pretend frames in a classroom dispute

Niemi, Kreeta

doi:10.1016/j.pragma.2014.02.012

Cited by 9 publications

(5 citation statements)

References 27 publications

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“…Striking is that the adolescents could distinguish real and mockery very well. This is similar to whatHoyle (1993) found, boys combining competition and cooperation in a game frame and eliminating competition in the real frame, and to whatNiemi (2014) found in her study of boys using pretend threats in the frame of video gaming,…”

supporting

confidence: 88%

Accomplishing irony: Socializing foster children into peer culture

Nijnatten

Matarese

Noordegraaf

2017

Child & Family Social Work

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Parents indirectly influence their children's peer interactions by implicit socialization and directly by interference. They influence their (young) children's doings by supervising their contacts with friends, monitoring where they go, and facilitating their meetings with friends at home. Adolescents' growing orientation to peers is often at the cost of direct contact with their parents. Potentially, conversations with adolescent children become significant moments for parents to collect information about their children's social lives, preparing them for the challenges of their preadult social life. We studied conversations between in state‐created family homes amongst foster parents (FPs) and out‐of‐home‐placed adolescents, to see how FPs prepare foster adolescents to deal with the dynamics of peer culture, specifically in mocking practices. We are interested in the pedagogical role of FPs in these practices. We find that peer culture behavior is expressed in the context of family homes. Rather than preparing adolescents for peer culture indirectly by discussing possible, or hypothetical, situations, FPs react directly to peer culture expressions at the dinner table. In their approach, FPs demonstrate that peer culture membership is not just an interactional competence but also a teachable issue.

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supporting

confidence: 88%

Accomplishing irony: Socializing foster children into peer culture

Nijnatten

Matarese

Noordegraaf

2017

Child & Family Social Work

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“…Whilst classroom disagreements amongst younger children tend to be more readily expressed (Cekaite & Björk-Willén, 2013;Niemi, 2014), Niemi (2014) also shows how children invoke pretend frames (e.g. intertwining elements of videogames with 'real life') as a conversational strategy during peer disputes, as well as demonstrating an awareness of the institutional moral order (e.g.…”

Section: Disagreements In the Classroommentioning

confidence: 99%

Knowledge disagreement formulations in problem-based learning tutorials: balancing pedagogical demands with ‘saving face’

McQuade¹,

Wiggins

Ventura-Medina³

et al. 2018

Classroom Discourse

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“…The simulation game method becomes one of the stimuli that can be used in giving the child the health education that is interesting for school children. This game method is chosen because the learning process will be more active and more fun if combined with the game 22,23 .…”

Section: Discussionmentioning

confidence: 99%