Humour or Humiliation? When Classroom Banter Becomes Irresponsible Sledging in Upper-Primary School Contexts

Autor/in	Penelope Wardman, Natasha
Titel	Humour or Humiliation? When Classroom Banter Becomes Irresponsible Sledging in Upper-Primary School Contexts
Quelle	In: Discourse: Studies in the Cultural Politics of Education, 42 (2021) 3, S.394-407 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0159-6306
DOI	10.1080/01596306.2019.1707777
Schlagwörter	Interpersonal Communication; Humor; Classroom Environment; Power Structure; Teacher Student Relationship; Teacher Behavior; Elementary School Teachers; Males; Foreign Countries; Gender Issues; Bullying; Masculinity; Australia + Suchen Sie Ihr Suchwort? Interpersonale Kommunikation; Humoristische Darstellung; Klassenklima; Unterrichtsklima; Teacher student relationships; Lehrer-Schüler-Beziehung; Teacher behaviour; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Male; Männliches Geschlecht; Ausland; Geschlechterfrage; Mobbing; Männlichkeit; Australien
Abstract	In a global context where children are increasingly exposed to hostile humour in cartoons like Adventure Time and Spongebob Squarepants, it is not surprising that we see this play out in school settings. More concerning, however, is how teachers can misuse their position of power to wield such forms of humour against students who dare to question their authority. This paper draws on ethnographic data from three regional Australian primary schools to address how the performative violence of hostile 'humour' is enacted by male teachers at the expense of less violent and more 'responsible' alternatives. I employ gender-based theories and literature to argue that hostile humour is another mechanism through which hierarchies of hegemonic masculinity are maintained and 'the top dog' (or teacher) is positioned to have the last laugh. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01