Abstract The prevalence of swearing and the varied approaches to its acceptability in society are reflected in student usage of swearing and institutional responses at schools. Data suggest that student suspension on the grounds of verbal misconduct is increasing in schools. The study reported here was undertaken in Queensland, Australia and reveals teachers and school leaders are surrounded by an increasing amount of swearing by students, with considerable impact on teacher subjectivity and practice. Nineteen teachers and school leaders from 14 secondary schools shared accounts on their views and responses to student swearing. The interview data were analysed using Fairclough's linguistically-orientated Critical Discourse Analysis (CDA 1 ) and the Foucaultian notions of power and governmentality. The findings indicate that teachers and school leaders, in constituting themselves in response to school-based student swearing, are demonstrating aspects of responsibilisation. One conclusion is that the institution of schooling is using ‘governing at a distance’ in order to make teachers and school leaders feel responsible for student verbal confrontations.

中文翻译：

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学校中的责任和可接受的言语行为：教师和领导者仲裁骂脏话的界限

摘要 骂脏话的盛行以及社会对其可接受性的不同方法反映在学生对骂脏话的使用和学校机构的反应中。数据表明，以言语不当行为为由停学的学生在学校越来越多。此处报告的研究是在澳大利亚昆士兰州进行的，显示教师和学校领导被越来越多的学生骂脏话所包围，这对教师的主观性和实践产生了相当大的影响。来自 14 所中学的 19 位教师和学校领导分享了他们对学生脏话的看法和回应。访谈数据使用费尔克劳的语言导向批判性话语分析 (CDA 1 ) 和福柯的权力和治理概念进行分析。调查结果表明，教师和学校领导在回应学校学生的脏话时，正在展示责任感的各个方面。一个结论是，学校教育机构正在使用“远程管理”，以便让教师和学校领导对学生的口头对抗负责。