This article advances our understanding of institutional interaction by showing when and how it can be advantageous for professionals to treat addressed-recipients as non-unique. Examining how teachers talk about children-as-students during parent-teacher conferences, this investigation illuminates several specific interactional methods that teachers use to depersonalize the focal student’s trouble, delineating as among these the novel practice of “routinizing”—citing firsthand experience with other similar cases. Analysis demonstrates how teachers use routinizing to enact their expertise, both responsively as a vehicle for attenuating and credentialing their advice-giving to parents/caregivers, and proactively to preempt parent/caregiver resistance to their student-assessments/evaluations. This research thus reveals how routinizing licenses teachers’ authority vis-à-vis the focal student’s trouble by making salient the epistemic basis for their claims.



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Journal Title

Research on Children and Social Interaction



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This is a preprint of an in press article accepted for publication: Danielle Pillet-Shore (in press, 2023). Depersonalizing troubles in institutional interaction: Routinizing in parent teacher conferences. In K. Hayano & D. Pillet-Shore (Eds.), Talking to and about children: Studies of child-centered interaction across contexts, special issue of Research on Children and Social Interaction.