Abstract
This paper presents a qualitative analysis of family interaction concerning two narratives told by Julie (nine years old) and Emma (11) during dinner-table conversations in their respective homes. Based on their different notions of the institutional process of schooling, these two families interactionally and narratively shape thematically similar events in different ways. A focus on obedience, authority and issues of right and wrong provides Julie with the discursive position of a subordinate novice, whereas issues of autonomy, choice and individual responsibility enable Emma to take up the position of self-assured expert. Both children are encouraged to reflect upon their own conduct and evaluate the implications of the choices guiding their actions. The paper demonstrates how moral order is interactionally constructed, and how language socialization processes are ideologically charged. Finally, the paper discusses the implications of such processes for children's immediate and future orientation to the institutional practices of school and society.
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