Children's conflicts, understood as disagreements involving negative emotional energy, constitute a particularly intense type of social interaction. In this paper, we show that children's conflictual interactions in school differ with regard to interactional dynamics and levels of confrontational tension, which together potentially lead to violence. We discuss how these differences relate to issues of inclusion and exclusion, to levels of interactional resources, and to neighborhood differences. Our conclusions are based on analysis of fieldwork data on children aged five to eight in two Danish schools. The analysis applies Goffman's and Collins's perspectives on interaction rituals and violence and the concept of emotional capital based on Bourdieu's theory of practice.

中文翻译：

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丹麦两所学校的互动仪式破裂，会员资格争夺和幼儿暴力

儿童冲突被理解为涉及负面情绪能量的分歧，是一种特别强烈的社会互动类型。在本文中，我们表明，儿童在学校中的冲突互动在互动动力学和对抗性紧张程度方面有所不同，这可能共同导致暴力。我们讨论了这些差异如何与包含和排除问题，交互资源级别以及邻里差异相关。我们的结论基于对两所丹麦学校5至8岁儿童的实地调查数据的分析。该分析采用了高夫曼和柯林斯关于互动仪式和暴力的观点以及基于布迪厄实践理论的情感资本概念。