Apologizing in Elementary School Peer Conflict Mediation

IF 3 1区文学 Q1 COMMUNICATION

Research on Language and Social Interaction Pub Date : 2022-01-02 DOI:10.1080/08351813.2022.2026168

Rosa Korpela, Salla Kurhila, Melisa Stevanovic

引用次数: 2

Abstract

ABSTRACT We analyze apologizing as part of the institutional agenda of school mediation in Finland. When primary school teachers intervene to mediate a dispute, the children orient to apologizing as a ritualized, expected, and recognizable action that resolves the matter. Teachers build, step by step, a sequence that, when preconditions are met, results in the parties involved in the dispute producing the uniquely explicit apology exchange “I apologize”—“apology accepted.” We discuss the action of apologizing as involving an interdependence and tension between sincerity and rituality. Data are in Finnish with English translation.

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小学同伴冲突调解中的道歉

摘要：我们分析了道歉作为芬兰学校调解制度议程的一部分。当小学老师介入调解纠纷时，孩子们倾向于将道歉作为一种仪式化、预期化和可识别的行为来解决问题。教师们一步一步地构建一个序列，当先决条件得到满足时，争端各方会产生独特的明确道歉交流“我道歉”——“接受道歉”。我们将道歉行为视为真诚和仪式之间的相互依存和紧张关系。数据为芬兰语，并有英文翻译。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Research on Language and Social Interaction Multiple-

CiteScore

7.30

自引率

7.40%

发文量

期刊介绍： The journal publishes the highest quality empirical and theoretical research bearing on language as it is used in interaction. Researchers in communication, discourse analysis, conversation analysis, linguistic anthropology and ethnography are likely to be the most active contributors, but we welcome submission of articles from the broad range of interaction researchers. Published papers will normally involve the close analysis of naturally-occurring interaction. The journal is also open to theoretical essays, and to quantitative studies where these are tied closely to the results of naturalistic observation.