Being a “good parent” in parent–teacher conferences

• Autores: Danielle Pillet-Shore
• Localización: Journal of Communication, ISSN-e 1460-2466, Vol. 65, Nº. 2, 2015, págs. 373-395
• Idioma: inglés
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• Resumen

  • This research advances our understanding of what constitutes a “good parent” in the course of actual social interaction. Examining video-recorded naturally occurring parent–teacher conferences, this article shows that, while teachers deliver student-praising utterances, parents may display that they are gaining knowledge; but when teachers' actions adumbrate student-criticizing utterances, parents systematically display prior knowledge. This article elucidates the details of how teachers and parents tacitly collaborate to enable parents to express student-troubles first, demonstrating that parents display competence—appropriate involvement with children's schooling—by asserting their prior knowledge of, and/or claiming/describing their efforts to remedy, student-troubles. People (have to) display competence generically in interaction. By explicating how parents display competence, this article offers insights for several areas of communication research.