"We're not kids!": Aged Authority in Elementary Students' Classroom Peer Interactions.
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| Title: | "We're not kids!": Aged Authority in Elementary Students' Classroom Peer Interactions. |
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| Authors: | Corella, Meghan (AUTHOR) |
| Source: | Research on Children & Social Interaction. Aug2025, Vol. 9 Issue 1, p77-103. 27p. |
| Subjects: | Social interaction, Classroom activities, Ethnographic analysis, Invective, Second grade (Education) |
| Abstract: | Aiming to contribute to the small body of work that analyzes age as not only socially constructed but interactionally accomplished, this paper examines how California second-grade students refer to and perform aged identities (e.g., "baby," "teenager") in classroom peer interactions. Through the lens of what they call "aged authority," the author analyzes how students take authoritative stances by making aged identities demonstrably relevant to their interactions across various types of classroom activities. An ethnographic multimodal analysis combining interactional and intersectional perspectives shows how, through topicalizations, stylizations, (mock) affect displays, storytelling, and ritual insults, focal students take stances of aged authority that variously reinforce and unsettle developmentalism, adultism, and other discourses. [ABSTRACT FROM AUTHOR] |
| Copyright of Research on Children & Social Interaction is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| FullText | Links: – Type: pdflink Text: Availability: 1 |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 187494514 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: "We're not kids!": Aged Authority in Elementary Students' Classroom Peer Interactions. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Corella%2C+Meghan%22">Corella, Meghan</searchLink> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Research+on+Children+%26+Social+Interaction%22">Research on Children & Social Interaction</searchLink>. Aug2025, Vol. 9 Issue 1, p77-103. 27p. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Social+interaction%22">Social interaction</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+activities%22">Classroom activities</searchLink><br /><searchLink fieldCode="DE" term="%22Ethnographic+analysis%22">Ethnographic analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Invective%22">Invective</searchLink><br /><searchLink fieldCode="DE" term="%22Second+grade+%28Education%29%22">Second grade (Education)</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Aiming to contribute to the small body of work that analyzes age as not only socially constructed but interactionally accomplished, this paper examines how California second-grade students refer to and perform aged identities (e.g., "baby," "teenager") in classroom peer interactions. Through the lens of what they call "aged authority," the author analyzes how students take authoritative stances by making aged identities demonstrably relevant to their interactions across various types of classroom activities. An ethnographic multimodal analysis combining interactional and intersectional perspectives shows how, through topicalizations, stylizations, (mock) affect displays, storytelling, and ritual insults, focal students take stances of aged authority that variously reinforce and unsettle developmentalism, adultism, and other discourses. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Research on Children & Social Interaction is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=187494514 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.3138/rcsi-2025-0005 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 27 StartPage: 77 Subjects: – SubjectFull: Social interaction Type: general – SubjectFull: Classroom activities Type: general – SubjectFull: Ethnographic analysis Type: general – SubjectFull: Invective Type: general – SubjectFull: Second grade (Education) Type: general Titles: – TitleFull: "We're not kids!": Aged Authority in Elementary Students' Classroom Peer Interactions. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Corella, Meghan IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 08 Text: Aug2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 20575807 Numbering: – Type: volume Value: 9 – Type: issue Value: 1 Titles: – TitleFull: Research on Children & Social Interaction Type: main |
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