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.
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2023. Polyphony in the pediatric clinic: Parents reporting teachers’ talk as a resource for building deontic and epistemic (dis)alliances among caregivers. Discourse Studies
2023. Parents', teachers', and students’ roles in parent-teacher conferences; a systematic review and meta-synthesis. Teaching and Teacher Education 136 ► pp. 104355 ff.
Pillet-Shore, Danielle
2023. Depersonalizing troubles in institutional interaction. Research on Children and Social Interaction 7:1
2022. Reported speech in problem telling. Journal of Applied Linguistics and Professional Practice 16:2
Caronia, Letizia
2024. Epistemic and Deontic Authority in Parent–Teacher Conference: Referring to the Expert as a Discursive Practice to (Jointly) Undermine the Teacher’s Expertise. Journal of Teacher Education 75:4 ► pp. 397 ff.
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