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Please use this identifier to cite or link to this item: https://dspace.lboro.ac.uk/2134/17537

Title: Identifying and responding to possible ‘-isms’ in institutional encounters: alignment, impartiality and the implications for communication training
Authors: Stokoe, Elizabeth
Keywords: Racism
Sexism
Mediation
Complaints
Conversation analysis
Communication training
Impartiality
Issue Date: 2015
Publisher: Sage Publications / © The Author
Citation: STOKOE, E., 2015. Identifying and responding to possible ‘-isms’ in institutional encounters: alignment, impartiality and the implications for communication training. Journal of Language and Social Psychology, 34(4), pp.427-445.
Abstract: This paper examines sequences of interaction in which speakers utter a possible -ism; that is, something possibly racist, sexist, or otherwise prejudiced, in the course of making, warranting or defending against complaints. Recorded encounters between mediators and their (prospective) clients were analysed using conversation analysis. I show how participants orient to their own or recipients’ talk as possibly prejudiced, occasionally explicitly characterising that talk as racist (sexist, etc.). Mediators’ responses fell into one of two broad categories, either deleting (e.g., through reformulation) or challenging the -ism (e.g., through admonishment). Both involve misalignment or disaffiliation rather than the mediation-mandated impartial stance. Two upshots will be discussed. First, the fact that few instances of –isms are treated explicitly as such goes to the heart of debates in conversation analysis about warrants for particular kinds of observations, and the designed defeasibility of social action. Second, the paper discusses the way the data and analysis are used in communication training workshops with mediators, for whom such cases present challenges to their commitment to impartiality.
Description: This paper was accepted for publication in Journal of Language and Social Psychology [© Sage] and the definitive version is available at: http://dx.doi.org/10.1177/0261927X15586572
Version: Accepted for publication
DOI: 10.1177/0261927X15586572
URI: https://dspace.lboro.ac.uk/2134/17537
Publisher Link: http://dx.doi.org/10.1177/0261927X15586572
ISSN: 1552-6526
Appears in Collections:Published Articles (Social Sciences)

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