‘Use Your Words:’ Reconsidering the Language of Conflict in the Early Years

This article explores the nature of classroom conflict as language practice. The authors describe the enactment of conflict events in one kindergarten classroom and analyze the events in order to identify the language practices teachers use, considering teachers\u27 desires for language use in relation to conflict and exploring the nature of the interplay between what is said to be desired and the implicit messages of the lived experience of conflict. The authors describe the nature of conflict events as apology ritual and suggest that this practice is reflective of a way of framing conflict as destructive, illustrating the way in which the notion of ‘using words\u27 situates the language of conflict as a conflict resolution convention. They argue that there are complex and contradictory underlying assumptions at play in conflict events and position them within larger school discipline and developmentally appropriate practice discourses. Finally, they close the article with a consideration of alternative perspectives on classroom conflict events

To show is to know? The conceptualization of evidence and discourses of vision in social science and education research

The demand for evidence in particular forms shapes contemporary educational policy, curriculum studies’ debates over the politics of knowledge “versus” wisdom, and research into classroom practice. This paper provides a genealogical trace that examines the arbitrary and historical linkage of discourses of vision (especially when vision becomes visuality) and the conceptualization of evidence (especially when evidence becomes empiricism-as-density). The analysis elaborates two counter-memories of post-ocular and post-empiricist debates over truth claims that educators have engaged amid the formation of Western social sciences. The counter-memories open consideration of the uneven legacies, politics and problems operating through forms of rationality now popular in ethico-redemptive sciences. The final section links nodal points in historical debates to the rethinking of evidence and vision in contemporary movements such as big data and mindfulness practices. The paper concludes with consideration of the changing, polarizing and reiterative aspect of networked power and different tactics of reason that social science, educational and curriculum inquiry face in the twenty-first century