Advertisement

Conference Design: Genre and Macro-Genre

Chapter
  • 328 Downloads

Abstract

This chapter reviews the way in which Convenors and participants enact conferencing as a staged goal-oriented social process. In doing so, it highlights the fact that there is a range of work to be done, entailing that a number of complementary elemental genres have to be brought together in a macro-genre involving steps and sub-steps alongside the recurrent staging within each elemental genre. The chapter also notes the ways in which conferences adhere to and depart from the script used to train Convenors, and flags the evolution of the conference macro-genre in relation to the role taken up by Youth Liaison Officers (YLO) in the admonition step of the interaction.

Keywords

Genre Elements Youth Justice Conferencing Script Conferences Official Welcome Genre Stages 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

References

  1. Ahmed, E., Harris, N., Braithwaite, J., et al. (2001). Shame management through reintegration. Cambridge/Oakleigh: Cambridge University Press.Google Scholar
  2. Bradt, V., Roose, L., & Nicole, R. (2007). Relevant others in restorative practices for minors: For what purposes? Australian & New Zealand Journal of Criminology, 40, 291–312.CrossRefGoogle Scholar
  3. Braithwaite, J. (1989). Crime, shame and reintegration. Cambridge/Sydney: Cambridge University Press.CrossRefGoogle Scholar
  4. Braithwaite, J., & Daly, K. (1998). Masculinities, violence and communitarian control. In D. Chappell & S. Egger (Eds.), Australian violence: Contemporary perspective II (pp. 221–252). Canberra: Australian Institute of Criminology.Google Scholar
  5. Christie, F. (1997). Curriculum macrogenres as forms of initiation into a culture. In F. Christie & J. R. Martin (Eds.), Genre and institutions: Social processes in the workplace and school (pp. 134–160). London: Continuum.Google Scholar
  6. Christie, F. (2002). Classroom discourse analysis. London: Continuum.Google Scholar
  7. Clancey, G., Doran, S., & Maloney, E. (2005). The operation of warnings, cautions and youth justice conferences. In J. B. L. Chan (Ed.), Reshaping juvenile justice: The NSW young offenders act 1997 (pp. 47–72). Sydney: Sydney Institute of Criminology.Google Scholar
  8. Eggins, S. (1994). An introduction to systemic functional grammar. London: Pinter.Google Scholar
  9. Eggins, S., & Slade, D. (1997). Analysing casual conversation. London/New York: Cassell.Google Scholar
  10. Gilbert, L. (1983). Educating Rita [Film]. Burbank, California: Columbia Pictures.Google Scholar
  11. Halliday, M. A. K., & Matthiessen, C. M. I. M. (2004). An introduction to functional grammar. London: Arnold.Google Scholar
  12. Hoyle, C., & Noguera, S. (2008). Supporting young offenders through restorative justice: Parents as (in)appropriate adults. British Journal of Community Justice, 6, 67–85.Google Scholar
  13. Labov, W., & Waletzky, J. (1967). Narrative analysis: Oral sessions of personal experience. In J. Helm (Ed.), Essays on the verbal and visual arts (pp. 12–44). Seattle: University of Washington Press.Google Scholar
  14. Martin, J. R., & Rose, D. (2008). Genre relations: Mapping culture. London: Equinox.Google Scholar
  15. Miller, D. R., & Bayley, P. (2016). Hybridity in systemic functional linguistics: Grammar, text and discursive context. London: Equinox.Google Scholar
  16. NSW Department of Juvenile Justice. (1999). In Justice NDoJ (Ed.), A guide to youth justice conferencing. Sydney: NSW Department of Juvenile Justice.Google Scholar
  17. NSW Department of Juvenile Justice. (2000). In Justice NDoJ (Ed.), Youth justice conferencing policy and procedures manual. Sydney: NSW Department of Juvenile Justice.Google Scholar
  18. Prichard, J. (2002). Parent-child dynamics in community conferences: Some questions for reintegrative shaming, practice and restorative justice. Australian & New Zealand Journal of Criminology, 35, 330–346.Google Scholar
  19. Snow, P., & Powell, M. (2008). Oral language competence, social skills and high-risk boys: What are juvenile offenders trying to tell us? Children and Society, 22, 16–28.CrossRefGoogle Scholar
  20. Taussig, I. (2012). Youth justice conferences: Participant profile and conference characteristics. Crime and Justice Bulletin. http://www.ntyan.com.au/images/uploads/news_docs/BB75.pdf
  21. Van Stokkom, B. (2002). Moral emotions in restorative justice conferences: Managing shame, designing empathy. Theoretical Criminology, 6, 339–360.CrossRefGoogle Scholar
  22. Weijers, I. (2001). Family group conferencing. Kanttekeningen bij Herstelrecht voor Jeugdige Delinquenten. Justitiële Verkenningen, 27(3), 110–121.Google Scholar

Copyright information

© The Author(s) 2018

Authors and Affiliations

  1. 1.School of the Arts & MediaUNSW AustraliaSydneyAustralia
  2. 2.Department of LinguisticsUniversity of SydneySydneyAustralia

Personalised recommendations