The social facts of deviance in school: a study of mundane reason.

This paper reports an ethnomethodological study of the use of mundane reason in relation to deviance in schools. Its central theme is that the social facts of deviance in schools are constituted through the assumptions, practices and procedures which comprise mundane reason. The data upon which the study is based consist of transcribed tape recordings of meetings between teachers, psychologists and social workers at which children referred from schools to the Child and Family Guidance Service are discussed. The talk in these meetings is shown to reveal the use of mundane reason with respect to a variety of practical actions. These include categorization, accounting for referral and other actions towards referrals, referral recipiency, reporting referrals, and the formulation of reactions to referrals. Each of these practical actions is considered in turn and its contribution to fact constitution identified. Taken together and viewed consecutively, they can be seen to have a cumulative impact on the social constitution of deviance in schools.