Embodied and affective negotiation over spatial and epistemic group territories among school-children: (Re)producing moral orders in open learning environments

This study investigates how schoolchildren organise their spatial and epistemic ‘territories’ among peer groups to constitute local social moral orders in open learning environments. Open environments, the result of recent school reforms Finland, challenge conventional organisation traditional classrooms. We use a microanalysis naturally occurring video-recorded interactions show interactional dynamics children produce territories by creating moment-by-moment unfolding participation frameworks emotional alliances. suggest that lack institutional structures environments withholds from territorial shelters exist more Therefore, make students vulnerable terms face (Goffman, 1955), including competence skills, as they are constantly exposed other people's observations criticisms interventions groups. Our results shed light on tendency human beings where none exist.