Affiliation:
1. University of Bologna (Italy)
Abstract
Abstract
Delivering and acknowledging assessments are the most recurrent institutional activities occurring in
parent-teacher conference. This paper reports data from a mother-teacher conference concerning a gifted child. We show how
participants’ practices to accomplish and receive assessment in the report-assessment phase of the event: (a) display their
relative epistemic and deontic rights, (b) are oriented to participants’ institutional relevant identities, and (c) project or
even enact different and quite opposite assessment trajectories. We contend that struggles in assessing the child display
participants’ different stances: teachers’ ‘normalizing’ and ‘group oriented’ trajectory vs. the mother’s orientation toward
‘doctorability’ and pressure for individualized treatment. Although typically occurring between routine-case oriented institutions
vs. idiosyncratic-case oriented clients, such a struggle displays also the ‘paradoxical injunctions’ that frame teachers’ everyday
work: adopting a ‘group-oriented’ perspective while at the same time being accountable for an individualized approach.
Publisher
John Benjamins Publishing Company
Subject
Literature and Literary Theory,Linguistics and Language,Language and Linguistics,Cultural Studies
Cited by
9 articles.
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