Dissertations / Theses on the topic 'Ethnomethodology'
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1
Monnier, Christine. "The anatomy of a political spectacle : an essay in postanalytic ethnomethodology." Nice, 1998. http://www.theses.fr/1998NICE2028.
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Cette thèse se compose principalement de deux parties : la première partie aborde de manière critique les problèmes théoriques et méthodologiques en relation avec l'approche éthnométhodologique. Cette partie se compose d'une introduction à l'éthnométhodologie, d'un exposé sur l'analyse de conversation et l'analyse des interactions institutionnelles. Figurent également des analyses critiques sur les approches constructionnistes en sociologie de la science et la psycologie discursive. La critique porte plus généralement sur le maintien d'une vue représentationnaliste du langage et d'une attitude ironique, largement répandue dans les sciences sociales. Le présent travail propose une alternative procédurale à travers une extension empirique et éthnométhodologique de la philosophie de Wittgenstein. . . La deuxième partie de la thèse est empirique. Elle consiste en analyses du débat Chirac/Jospin qui a eu lieu le 2 mai 1995, entre les deux tours de l'élection présidentielle. . . .
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Boyle, William Ronald. "Getting along with others : an examination of the ethnomethodological roots of preference organization and its relationship to complimenting." Thesis, Aston University, 1997. http://publications.aston.ac.uk/14831/.
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The well-established sociolinguistic literature on complimenting claims that compliments are formulaic (Manes and Wolfson 1981). The purpose of this thesis is to demonstrate that the claim is invalid, to describe an alternative approach to the study of compliments, and to draw on an extensive collection of compliments in order to show that complimenting is a diverse, interactive process. A prerequisite for such work is a means of deciding whether a given utterance is a compliment, but this issue is neglected in the literature. The conversation analytic notion of preference appeared capable of providing this criterion, but research revealed that it was too ill-defined to serve such a purpose. The thesis was, therefore, obliged to clarify the notion of preference before applying it to a study of compliments. The necessary clarification was found in the enthnomethodological roots of conversation analysis, and the thesis provides a clear and consistent means of determining whether utterances are preferred to dispreferred. The criteria used in the determination of preference are applied, in the final chapter, to the study of compliments. The results of the study contrast markedly with those of the sociolinguistic researchers, and they provide significant grounds for rejecting the claim that compliments are formulaic.
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Sherrington, Matthew. "Making sense of more bad news : membership categorisation and media reportage." Thesis, Bangor University, 2003. https://research.bangor.ac.uk/portal/en/theses/making-sense-of-more-bad-news--membership-categorisation-and-media-reportage(c4280196-5acc-4077-906c-0e017377ae48).html.
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This work is centred on the ethnomethodological concern that all texts can be respecified, as situated accomplishments of members' practical action and practical reasoning. Using, as a foundation, the work of Garfinkel (1967) and Sacks (I 992a; 1992; b) it undertakes the explication of members' methods of understanding and maldng sense of news reportage concerning airliner crashes. Methodologically it is grounded in Sacks' work on membership categories, devices and category bound activities. It is the assertion of this work that the study of the language of the news media should not be motivated by theoretical concerns and finthermore that the subject matter be considered as formally located in the occaisioned particulars of its Use.
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Williams, Karen Jane. "Toward a hermeneutic ethnomethodology of conversation : an integration of Gadamer and Garfinkel /." Thesis, Connect to this title online; UW restricted, 1995. http://hdl.handle.net/1773/8224.
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Camus, Laurent. "Réaliser en direct : une vidéo-ethnographie de la production interactionnelle du match de football télévisé depuis la régie." Thesis, Paris, ENST, 2015. http://www.theses.fr/2015ENST0036/document.
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Ce travail de thèse est consacré à la réalisation télévisée de matches de football diffusés en direct. Il est le fruit d’un travail d’enquête vidéo-ethnographique mené auprès des équipes techniques de Canal + durant la diffusion de matches du championnat de France de football. Plutôt que de s’intéresser au document filmique comme résultat et support d’interprétation, cette thèse adopte le point de vue des techniciens de la régie en proposant une analyse empirique des activités de perception, de filmage et de montage propres à la réalisation de l’événement en direct. Une telle optique, attentive au déroulement de l’action, montre qu’il se produit un ajustement réflexif entre le travail des opérateurs et l’environnement filmé. Elle met donc à mal un schéma selon lequel on distinguerait un événement d’une part, et sa production médiatique de l’autre – schéma qui contribuerait par ailleurs à essentialiser l’événement. À travers cette enquête sur la réalisation d’un match de football, il s’agit donc ici d’étudier la médiatisation en train de se faire. Par l’analyse vidéo des interactions des techniciens au travail, cette thèse replace le programme télévisé dans son environnement technologique, collaboratif et incarné de production. La perspective praxéologique adoptée ici prend en compte les spécificités de la réalisation en direct. Elle décrit comment émerge l’événement à travers les écrans et les enceintes de la régie et comment les interactions du match sont réflexivement rendues observables par le montage en temps-réelThis PhD dissertation develops an approach to live soccer TV-production defined as a practical accomplishment, based on a fieldwork observation of real-time editing in the control-room during matches of the French championship (Ligue 1) broadcasted by Canal +. Instead of focusing on the broadcast as a result and a resource for interpretation, this thesis analyses the activities of perception, filming and editing exhibited by the participants of the control-room. By a video-analysis of operators’ interactions, it considers the TV-broadcast from the technological, collaborative and embodied environment of its production. This praxeological perspective takes into account the visual and temporal characteristics of real-time multi-cameras editing. It describes the emergence of the remote event from the screens and the speakers of the control-room. Thus, it examines how, by real-time editing, the participants of the control-room order, reflexively and visually, the interactions of the match they watch. This emic perspective shows that there is a reflexive and temporal adjustment between operators at work and the environment they produce. The televised broadcast is considered as an account of the soccer match and of the social and moral phenomena taking place in it. Instead of adopting a critical perspective on “sport shows”, this dissertation proposes an empirical analysis of the endogenous dynamics of the activity of operators in the recent development of sport events
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Medford, Kristina M. "I knit therefore I am an ethnomethological study of knitting as constitutive of gendered identity /." Connect to this title online, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1142277388.
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Simister, Stephen John. "An investigation into the influences on construction professionals' working practices." Thesis, University of Reading, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.259797.
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Biagi, Scott. "Ethnomethodology, Brandom's pragmatism and ordinary language philosophy : a reflection on the status of formal-analytic work." Thesis, Manchester Metropolitan University, 2018. http://e-space.mmu.ac.uk/620025/.
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This thesis examines the relationship between Garfinkel’s initiatives and the motivating insights of ordinary language philosophy, in terms of which it aims to give a coherent and philosophically satisfying account of Garfinkel’s attitude to “formal analysis” in the study of social life. It diagnoses confusion in the reception of ethnomethodology as stemming from a misconstrual of a central practice of ethnomethodological research: indifference to problems that arise for the analyst. On the face of it, there is much in common between Wittgenstein’s critique of philosophy and the idea of a “methodogenesis” (Garfinkel) of problems of formal analysis. Three interpretations suggest themselves: (1) Ethnomethodology relies on ordinary language philosophy for a motivating argument against Durkheimian sociology. (2) Garfinkel’s initiatives situate Wittgenstein’s critique of philosophy in the broader context of an ethnomethodological critique of formal analysis. (3) At the level of motivating insights, ethnomethodology and ordinary language philosophy are one and the same project. This thesis argues for (3). It approaches the interpretative issue in terms of an analogy between Durkheimian sociology and analytic philosophy of language. Both rely on a rule of method on the following lines: things of interest to the analyst (social facts, meanings) are to be regarded as separable from historic actions. Ethnomethodology and ordinary language philosophy deny such separability. The interpretative task is to clarify the role of criticism of formal analysis in reflection on members’ work. This thesis argues that criticism serves to remove formal-analytic obstructions to a member’s understanding of practical actions. Brandom’s pragmatism is considered as an example. In accordance with Garfinkel’s programmatic statements, the project of Making It Explicit is regarded in this thesis both as an obstruction to understanding and as a possible subject matter for ethnomethodological research. The overall aim is to rid this kind of two-sided treatment of formal analysis of the air of a paradox.
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Changeau, Donald. "Citizenship and Constructing Sense in Voting." Thesis, Georgia Institute of Technology, 2004. http://hdl.handle.net/1853/5262.
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This is a study of the ways in which citizens construct sense in the voting booth while voting. The experimental design is a pretest posttest control group. The driving theory is that citizens want to convince themselves that they have made sense of the information presented to them. This is their singular value. The reason why this is upheld as the singular value is because without the capacity to construct sense in the voting process, voters would otherwise feel disenfranchised (i.e. deprived of the right to vote) and subsequently feel alienated (i.e. deprived of the rewards that can come from voting). Citizens will be given an opportunity to present bills; they will evoke certain keywords and phrases. The citizen will later evoke varied terminology when confronted with voting patterns from "Senators". The test for the citizen in this experiment will be to remove those Senators who are voting at random and provide reasons for either reelection to or removal from office. There are two anticipated results: 1) Senators voting in random patterns will be removed from office in an equal or lesser proportion than remaining Senators, and 2) responses to non-random voting patterns will evoke lesser variation in terminology employed.
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Corsby, Charles. "Garfinkel, competence and contingency : respecting the codes of practice." Thesis, Cardiff Metropolitan University, 2017. http://hdl.handle.net/10369/8766.
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Viewing sport coaching as complex and relational, this thesis used the writings of Harold Garfinkel, who developed ethnomethodological inquiry, as an alternative social theorist to better understand the activity. The aim of this study was to explore and deconstruct the everyday interactions of coaches, through paying specific attention to the context under which such behaviours occur. Accepting that coaching is a social activity, the purpose was to examine the ‘taken-for-granted’ social rules that the coaches and players of Bayside Rovers F.C. (pseudonym), a semi-professional football club, utilised to achieve desired ends. In doing so, the study adopted an ethnomethodologically informed ethnography to observe, participate and describe how the coaches managed, manipulated and influenced others through their ‘social competencies’ (Lemert, 1997). The data were collected over the course of a full domestic season (10 months). Through adopting an iterative approach, the data were subject to a light ethnomethodological analysis, principally drawing upon the work of Harold Garfinkel (1967, 2002, 2006). What is presented then, are four codes that were used to describe and explain the behaviour patterns observed. The codes included; ‘play well’, ‘fitting-in’, the ‘brotherhood’ and ‘respecting space’. More specifically, the ethnomethodological analysis demonstrated how coaches and players ‘actualised’ the codes (Wieder, 1974). In this respect, Garfinkel’s writings are used as a ‘respecification’ of some fundamental aspects of coaches’ everyday work that is ‘seen but unnoticed’ (Garfinkel, 1967). From this perspective, the findings contribute to the increasingly refined body of research acknowledging coaching as a social activity, further highlighting the principal link between sociology and sport coaching.
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Milik, Oskar T. "Studying identity and control in online worlds: ethnomethodology and categorization analysis and its applicability to virtual space." Thesis, Boston University, 2012. https://hdl.handle.net/2144/12522.
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Thesis (M.A.)--Boston UniversityThe worlds encountered by players of online games are sociologically important, but attempts to observe and analyze action online has been stymied by methodological limitations. This paper analyzes research done on the online world for the subjects of identity, organization, and social control. It suggests a set of methodological tools for use with online research based on ethnography, ethnomethodology and categorization analysis that relies entirely on the online character for data.
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Medford, Kristina M. "I KNIT THEREFORE I AM: AN ETHNOMETHODOLOGICAL STUDY OF KNITTING AS CONSTITUTIVE OF GENDERED IDENTITY." Bowling Green State University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1142277388.
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Zaunbrecher, Nicolas J. "Doing Spontaneity." OpenSIUC, 2016. https://opensiuc.lib.siu.edu/dissertations/1238.
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This dissertation considers the rhetorical use of the term “spontaneity” and action affiliated with it from the perspective of ethnomethodology, as a dynamic social practice emergent from concrete interactions among people. I first consider a variety of existing operationalizations of “spontaneity” in academic research from the perspective of what is ethnomethodologically accomplished by these operationalizations, i.e., what questions do they answer or attempt to answer? I then turn to a detailed rhetorical analysis of the term “spontaneity” as an ideograph in improvisational theatre, a social practice in which enactment of spontaneity is treated as criterial to identity and recognition of the practice. In this ideographic analysis, I consider both a set of popular improv method texts and a collection of interviews with improviers who relate narratives about their experiences or observations of spontaneity. I assess the rhetorical practices in these artifacts both through the operationalization framework I identify and from a critical perspective, asking how practices of spontaneity in improv relate to social structures and practices of privilege, oppression and power.
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Johnson, Brendyn. "Making Sense of Restorative Justice in the Criminal Justice System: A Study on Crown Attorneys." Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/38592.
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Using an ethnomethodological approach, this research sought to describe how Restorative Justice is integrated into the daily world of the prosecution. This was achieved through the use of in-depth interviews with ten Crown attorneys from different sites in Eastern Canada alongside limited periods of participant observation.
This research described how Crown attorneys inhabit a world in which it is necessary to perform an in-depth analysis of the defendant, their characteristics and how much blame can be accorded to them in order to then consider what sanction, if any, is required. Their world also demonstrated that protection of the victim and of society are paramount. Nevertheless, issues such as delay and the reputation of the criminal justice system were shown to be an important factor to also consider as a competent member of the prosecution. Through these methods, participants described a world in which Crowns embody a quasi-judicial role by evaluating and deciding on the proper course of action in regards to a criminal file.
When applied to the use of Restorative Justice, these factors helped demonstrate that Crown attorneys thought of it as something which allowed victim and defendant to communicate with one another regarding the consequences of a crime. Restorative Justice was able to be justified through certain factors mentioned above; however, certain other aspects did not find support through them. Indeed Crowns appreciated such a process because they felt it would not endanger victims, that it might contribute to the safety of the public, and because it does not supersede the criminal justice system. Furthermore, for some, it might reduce delay. However, aspects such as attaining victim and or defendant satisfaction did not easily align with the aforementioned factors despite the positive manner in which these potential consequences of Restorative Justice were described by most participants.
It was hypothesized then that Restorative Justice is used in a seemingly appropriate manner due to the ways in which it can respond to issues which are important to the prosecution. Other potential positive consequences are simply viewed as beneficial but not offering strong justification for the use of such programs on their own. Indeed, through Restorative Justice, Crowns stay in some measure of control over proceedings while it may also help bolster the legitimacy criminal justice system by responding to certain criticisms levelled against it. Thus, to a certain degree, Crowns are able to reconcile the two different approaches by highlighting the benefits it brings to the criminal justice system while not drawing attention to the ways it does not.
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Echarte, Maria Arantzazu. "A practical and theoretical exploration of process based participatory and interdisciplinary artistic practice informed by ethnomethodology and live art." Thesis, University of the West of England, Bristol, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.589392.
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This thesis examines practices derived from socio-anthropological methodology and performative strategies within Live Art, practices that rely on ethnographic fieldwork methods and participant observation positioning. Through the examination of practices in which both practitioners and participants commit to open-ended and unpredictable processes, the thesis explores forms of artistic practice that are ethical and democratic in terms of authority, participation and authorship. Key projects are: Jeremy Deller's Social Parade (2004), Gillian Wearing's Drunk (1997-99) and Sophie Calle's Gotham Handbook (1998). This examination forms part of a wider discussion of the discursive proposition, made notably in Hal Foster's 'The Artist as Ethnographer' (1996), as to whether a paradigmatic shift has occurred within artistic practice and with what consequences. The thesis consists of eight chapters. Chapter one introduces the aims of the research project and presents the nature, structure and discursive context of the project, focusing in particular on Clare Bishop's essay 'The Social Turn: Collaboration and its Discontents' (2006). Chapter two investigates the mutual interest that exists between art and anthropology and introduces critical terminology with regards to the specific context of this research project. Chapter three presents the understanding of Live Art as contextualising the examined practices, and introduces liveness as a method. Chapter four argues that the practices examined can be understood as ethnographic practice of fieldwork. The practitioners are defined as Radicants or nomad cultural agents whose actions set identities in motion. Chapter five discusses in detail Hal Foster's 'The Return of the Real' (1996) and Mark Hutchinson's 'Four Stages of Public Art' (2002), proposing a shift in the paradigm of the ethnographic turn. Chapter SIX negotiates ideas of authority, authorship, fieldwork practice and representation through the analysis of James Clifford's 'On Ethnographic Authority' (1988). Lastly, chapter seven discusses the modes of representation used by a specific set of practitioners, proposing that their work could be understood as following an archival method. This thesis advances a theoretically informed, process-based participatory and interdisciplinary artistic practice. It presents an analysis of such practices, including my own, seeking to demonstrate that this exploration could be relevant to artists, anthropologists and ethnographers alike. The thesis also contributes to the shift in understanding of contemporary art practice proposed by Nicolas Bourriaud and others that emphasises flexible modes of collaboration and various forms of social engagement. This thesis is presented in two volumes. The first volume contains the discussion of the theory and methodologies that underpin my research, relevant practitioners and my own practice. The second volume presents my own practice and how it contributed to this research. This format also seeks to demonstrate that data gathering is integral to the physical manifestation of my work. Both volumes can be read independently but are designed to be complementary.
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Ekström, Anna. "Instructional work in textile craft : Studies of interaction, embodiment and the making of objects." Doctoral thesis, Stockholms universitet, Institutionen för utbildningsvetenskap med inriktning mot tekniska, estetiska och praktiska kunskapstraditioner, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-69529.
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The focus for this thesis is instructions and their role in guiding students’ activities and understandings in the context of textile craft. The empirical material consists of video recordings of courses in textile craft offered as part of teacher education programs. In four empirical studies, instructions directed towards competences in craft are investigated with the ambition to provide praxeological accounts of learning and instruction in domains where bodily dimensions and manual actions are prominent. The studies take an ethnomethodological approach to the study of learning and instruction. In the studies, instructions related to different stages of the making of craft objects are analysed. Study I highlights instructional work related to objects-yet-to-be and the distinction between listening to instructions as part of a lecture and listening to instructions when trying to use them for the purpose of making an object is discussed. Study II and III explore instructions in relation to developing-objects and examine instructions as a collaboration of hands and the intercorporeal dimensions of teaching and learning craft are scrutinised. In Study IV, objects-as-completed are analysed by investigating a certain way of addressing assessment as an educational topic. The manifest character of skills and understandings in craft provide specific conditions for learning and instruction. In craft education, skilled action is not just explained but also shown and established through bodily instructions that make the targeted skills available through bodily understandings of moving and touching. The bodily conduct of students comprises a resource for teachers to assess students’ understanding of the subject matter being taught as the materiality of craft activities reveal the crafters’ understanding of the activity at hand. The thesis demonstrates how skills in craft are made available to students in and through opportunities to see, feel and act in craft-specific ways.At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 2: Submitted. Paper 3: Accepted. Paper 4: Submitted.
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Eden, Grace. "The contextual evaluation framework : a prototype evaluation technique for e-Research." Thesis, University of Oxford, 2011. http://ora.ox.ac.uk/objects/uuid:e816cf1a-3514-400c-9f2f-e022b56710d9.
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The contextual evaluation framework (CEF) is a requirements engineering technique that incorporates a particular sociological orientation, Ethnomethodology, in the development of a rigorous and systematic approach for requirements elicitation. This qualitative approach examines how well a system may be aligned with the endogenous organisation of work within a community of practice. Assessing how well a system supports the knowledge, skills and practices that already exist within a community is equally as important as developing solutions that will eventually reconfigure those practices, create new ones and extend modes of collaboration. The aim of this thesis is to address the absence of a systematic approach to quasi-naturalistic prototype evaluation which may be useful to a broader community such as requirements engineers, computer scientists and others not familiar with the details of sociological approaches. Such an aim is in line with the ways in which prototype evaluation approaches, particularly in HCI, have successfully been disseminated throughout the computer science research community - with the provision of guidelines. Likewise, the CEF is conceived of to be implemented in a similar manner. Its focus is on the analysis of a prototype’s relevance as a tool that is in some manner familiar to those who might use it. Specifically, professionals within a discipline share complex skills and knowledge where they learn to use similar tools, instruments and processes necessary for their work. Implicit in these social practices, practitioners gradually acquire the knowledge and skills necessary to become full members of a community of practice. In this way, the processes, objects and artefacts of practice come to possess specific meaning and significance. The CEF examines how this complex architecture of meaning is supported, constrained or transformed when using a prototype and makes possible an assessment of the ways in which participants interpret its usefulness and usability.
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Camus, Laurent. "Réaliser en direct : une vidéo-ethnographie de la production interactionnelle du match de football télévisé depuis la régie." Electronic Thesis or Diss., Paris, ENST, 2015. http://www.theses.fr/2015ENST0036.
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Ce travail de thèse est consacré à la réalisation télévisée de matches de football diffusés en direct. Il est le fruit d’un travail d’enquête vidéo-ethnographique mené auprès des équipes techniques de Canal + durant la diffusion de matches du championnat de France de football. Plutôt que de s’intéresser au document filmique comme résultat et support d’interprétation, cette thèse adopte le point de vue des techniciens de la régie en proposant une analyse empirique des activités de perception, de filmage et de montage propres à la réalisation de l’événement en direct. Une telle optique, attentive au déroulement de l’action, montre qu’il se produit un ajustement réflexif entre le travail des opérateurs et l’environnement filmé. Elle met donc à mal un schéma selon lequel on distinguerait un événement d’une part, et sa production médiatique de l’autre – schéma qui contribuerait par ailleurs à essentialiser l’événement. À travers cette enquête sur la réalisation d’un match de football, il s’agit donc ici d’étudier la médiatisation en train de se faire. Par l’analyse vidéo des interactions des techniciens au travail, cette thèse replace le programme télévisé dans son environnement technologique, collaboratif et incarné de production. La perspective praxéologique adoptée ici prend en compte les spécificités de la réalisation en direct. Elle décrit comment émerge l’événement à travers les écrans et les enceintes de la régie et comment les interactions du match sont réflexivement rendues observables par le montage en temps-réelThis PhD dissertation develops an approach to live soccer TV-production defined as a practical accomplishment, based on a fieldwork observation of real-time editing in the control-room during matches of the French championship (Ligue 1) broadcasted by Canal +. Instead of focusing on the broadcast as a result and a resource for interpretation, this thesis analyses the activities of perception, filming and editing exhibited by the participants of the control-room. By a video-analysis of operators’ interactions, it considers the TV-broadcast from the technological, collaborative and embodied environment of its production. This praxeological perspective takes into account the visual and temporal characteristics of real-time multi-cameras editing. It describes the emergence of the remote event from the screens and the speakers of the control-room. Thus, it examines how, by real-time editing, the participants of the control-room order, reflexively and visually, the interactions of the match they watch. This emic perspective shows that there is a reflexive and temporal adjustment between operators at work and the environment they produce. The televised broadcast is considered as an account of the soccer match and of the social and moral phenomena taking place in it. Instead of adopting a critical perspective on “sport shows”, this dissertation proposes an empirical analysis of the endogenous dynamics of the activity of operators in the recent development of sport events
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Zoffel, Nicholas Alexis. "Accounting for Student Voice Within Critical Communication Pedagogy: An Ethnomethodological Exploration of Student Perceptions and Expectations." Bowling Green, Ohio : Bowling Green State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1181926992.
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Williams, Anita Jane. "Psychology and Natural Science: The Relation Between the Natural Scientific Attitude, the Theoretical Attitude and the Life-World in Ethnomethodology and Phenomenology." Thesis, Williams, Anita Jane (2010) Psychology and Natural Science: The Relation Between the Natural Scientific Attitude, the Theoretical Attitude and the Life-World in Ethnomethodology and Phenomenology. PhD thesis, Murdoch University, 2010. https://researchrepository.murdoch.edu.au/id/eprint/2964/.
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In this thesis I will revisit debates concerning the use of natural scientific methods in the discipline of psychology. I take the position that natural scientific methods are inappropriate for investigating human experience. My central aim is to unravel the dilemma embedded in psychological practice. Psychologists specifically investigate people but, by using methods based on natural science, they are forced to admit that meaningful human experience is either irrelevant or inaccessible to their investigations of human behaviour.
Initially, I take up ethnomethodologically informed discursive psychology (EM-informed DP) as an alternative to, and a viable replacement of, the natural scientific methods in the discipline of psychology. EM-informed DP proceeds from Harold Garfinkel’s appropriation of Edmund Husserl’s critique that natural scientific investigations have lost their life-world foundation. Garfinkel reads Husserl as issuing a practical instruction to go out and investigate lived practices, without any specialised theoretical framework. In doing so, one area that we can investigate, according to Garfinkel, is the lived practices of natural scientists and how they collaboratively produce their research findings. Hence, I proceed by empirically describing how clinical psychologists, as trained natural scientists, interpret people’s everyday experience in and through their actual practices.
Following three investigations of clinical psychological interactions, based on three different interpretations of Garfinkel’s ethnomethodological (EM) program, I demonstrate that, despite claims to the contrary, EM in fact presupposes the same ground as natural science. EM-informed researchers mistakenly conflate the natural scientific attitude with the theoretical attitude and, hence, seek to eliminate both in their attempts to clarify the lived practices of natural scientists or everyday people. By contrast, for phenomenologists, the theoretical attitude and the natural scientific attitude are distinct, but interrelated, attitudes that we can take towards the life-world. According to phenomenologists, the life-world is the starting point of any investigation, including all psychological investigations. However, if we forget that our investigations are theoretical, we perpetuate the same problem associated with the natural scientific method; leading us to replace the meaningful human world in which we live, the life-world, with the sterile Objective world constructed by the natural scientific observer. As I will suggest, within the discipline of psychology, the substitution of one empirical method for another still leaves us without the world we live in. The challenge in psychology is to reinstate the importance of the theoretical attitude and the life-world.
Through a series of unsuccessful attempts to replace natural scientific methods with an alternative empirical method in the discipline of psychology, I propose that the problem with the natural scientific method is much larger than I originally presupposed. The natural scientific interpretation of human experience is the sedimented interpretation of the life-world in our current historical situation. We cannot simply replace the natural scientific method because, currently, there is no viable alternative. Instead, in order to reinstate the importance of meaningful lived experience, we need to understand the natural scientific attitude in terms of its historical development and grounding assumptions, by engaging with the life-world through the theoretical attitude.
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Pretorius, Liezille. "The participation of women in rap music: An exploratory study of the ro1e of gender discrimination." University of the Western Cape, 2001. http://hdl.handle.net/11394/8459.
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Magister Artium (Psychology) - MA(Psych)This study is about the way in which men, specifically in the local context of Cape Town, dominate the rap music culture. Globally, rapping is associated with poetic lyrics that express the rappers' environment or worldview. Historically women's worldviews were kept silent and it is within this context that this investigation explored why women are not represented well in the rap culture. The significance of the study lies in the possibility of identifying ways in which women interested in becoming rap artists could overcome the barriers that currently inhibit their participation. This project represents an interdisciplinary study that falls within the realms of social psychology, music, feminism and social constructionism. Specifically, this thesis employed feminist psychology and social constructionism to construe and interpret the roles of women in rap music. Working within a qualitative feminist framework, the data was gathered through focus groups and in-depth telephonic individual interviews with participants. The discussions held with the participants were transcribed and the data was analyzed thematically. The results reflect that women feel that they are being discriminated against in rap culture on the basis of their gender. Despite the key finding that women are being discriminated against in the rap culture, it was also found that when the two sexes came together and spoke about the gender inequalities in the culture, a strong awareness of gender sensitivity was created. This study therefore suggests that one powerful way of challenging gender inequality in rap culture may be through raising awareness by way of discussions of gender bias and discrimination at rap forums, radio talk shows and workshops aimed at unifying the South African rap culture.
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Опанасюк, Валентина Володимирівна, Валентина Владимировна Опанасюк, and Valentyna Volodymyrivna Opanasiuk. "Етнометодологія як спосіб дослідження тексту: розширення меж пізнання в суспільствознавчих науках." Thesis, Видавництво СумДУ, 2009. http://essuir.sumdu.edu.ua/handle/123456789/3735.
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Cycil, Chandrika Ruth. "Technology and the family car : situating media use in family life." Thesis, Brunel University, 2016. http://bura.brunel.ac.uk/handle/2438/12144.
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The thesis describes how family life is organised in the car, with a particular focus on exploring the role and use of mobile technology in this setting. The objective of this research is to use the insights from video ethnographic data collected with families to discuss how social interaction between family members may be situated to technology use. Drawing from the notion of ‘ordinary work’ discussed in ethnomethodology and applying this to naturalistic video data of families in cars, the thesis demonstrates how family activities are locally produced, drawing on background knowledge and common-sense understandings of family members’ work. Using methods from conversation analysis, the research demonstrates how transcribed instances of talk can reveal how parents and children produce their actions and talk to jointly produce activities in relation to media use. The analysis presented in this thesis demonstrates how the family car provides an opportunity for parents and children to come together, and engage in mundane family activities of talk and play while using a range of mobile devices. The thesis draws on richly documented and closely analysed episodes of interaction to demonstrate how family life unfolds in the accomplishment of activities in which interactions are situated, orderly and observable. The production of family life within the car involves talk and embodied action that is artfully placed within interactions between parents, children and technology. The analysis elucidates how the features of negotiation, collaboration and coordination around device-use are placed alongside driving activities. The contributions of this thesis lie in providing a descriptive analysis of the social organisation of family life through technology, developing an understanding of family technology use in a mobile context and highlighting elements of interaction that will inform the development of insights for the design of technology that is sensitive to the nuances of family life, mobility and technology practices.
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Simons, Marius Derick. "An Ethnomethodological analysis of learners' ways of working in a high-stakes Grade 12 Mathematics National Senior Certificate (NSC) Examination: The case of Trigonometry." University of the Western Cape, 2016. http://hdl.handle.net/11394/5690.
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In South Africa the National Senior Certificate (NSC) examination is the capping external
examination taken at the culmination of twelve years of schooling. Levels of success in the
examination offer examinees access to a variety of career options. High levels of success in
the mathematics examination are a pre-requisite for entry into studies linked to so-called elite
careers. However, performance of examinees in the NSC Mathematics examination is not of a
requisite standard and only a few examinees achieve results that fall within the high levels of
the achievement bands.
In order to give mathematics teachers and others insight into performance in the NSC
Mathematics examination, various forms of feedback are provided. One purpose in doing so
is to provide teachers with an understanding of the examinees' ways of working in order for
them to adjust their classroom practice to address mistakes displayed in the work of the
examinees. The feedback provided is primarily of a superficial kind with the mere listing of
such mistakes. The purpose of this study was to investigate whether or not it is possible to
analyse the production of the responses of examinees in the NSC mathematics examinations
more meaningfully.
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Muangman, Maturada. "Life after stroke : an ethnomethodological study of emotion work among adult stroke survivors and their carers in rural areas of Nakhon Sawan Province, Thailand." Thesis, University of Edinburgh, 2014. http://hdl.handle.net/1842/16459.
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This thesis aims to explore the nature of emotion work within the context of care occurring in adult stroke survivors (18-59) and their carers situated at home in Nakhon Sawan Province, Thailand. It also investigates how their roles were constructed after the stroke event. An ethnomethodological approach facilitated the understanding of the sense-making processes in daily routines. Data collection was comprised of semi-structured interviews and observations which were gathered from a sample of twelve pairs of stroke survivors and carers, 24 participants in all, over a period of three months. Data were analysed by a thematic analysis approach. Stroke survivors’ belief about the cause of stroke and its effects on their attitude towards themselves and carers, and carers’ accounting for their care of stroke survivors emerged as two overarching themes derived from the interview data. The first theme illustrates that stroke survivors described difficult experiences during the first six months post stroke as the turning point of their lives. They searched their life experiences to create their current status within society. A self-evaluation of their health created a positive or negative attitude towards themselves, which affected their emotions in everyday living. In all cases the stroke survivors’ appreciation of carers’ help was significant. For carers, family relationships and expectations influenced their sense of responsibility and expectations. The feeling of gratitude, the morality of Buddhist values and a sense of duty were their underlying reasons for taking the caring role. Carers’ expectations of stroke survivors’ ability to perform routine activities were influential in managing their own feelings and actions in everyday life. The influence of neighbours reinforced carers’ ideas of moral standards of caring for stroke survivors. Emotion management is the third theme. Emotion work is involved in stroke survivors’ and carers’ everyday affairs which helped to keep their current life situations in balance and assist them in continuing to live as normal. Their life experiences and specific feeling rules (the feeling of gratitude and the sense of responsibility) govern the achievement of their emotion work. A differentiation between male and female roles also influenced their emotion work. Stroke survivors and carers presented how emotion work served to maintain their interpersonal relationship and to minimise difficult conditions in ordinary living. A conceptual framework of the process of emotion work is presented to facilitate understanding of how they engage in and accomplish emotion work during caring interactions. Emotion work emerges as a means to show their gratitude to each other and represents one of several ways to fulfil their Buddhist beliefs in the law of karma. They exchange emotion work for the values of caring and gratitude. These findings will be beneficial to stroke survivors and carers for dealing effectively with emotional problems in day-to-day life. Community nurses and other health professionals will gain a deeper knowledge of emotion work in order to assist them in providing holistic care for stroke survivors and carers. The findings will also be of interest to health policy makers to enable them to organise information and home-healthcare activities in future stroke care and health promotion strategies in rural communities in Thailand and elsewhere.
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com, dr_mccardell@yahoo, and Elizabeth Eve McCardell. "Catching the ball: constructing the reciprocity of embodiment from hardcopy." Murdoch University, 2001. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20051108.155958.
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This interdisciplinary dissertation is a study of the ways in which we sensually embody and experience ow world. It is a metaphilosophical account that begins within orporeality; indeed, it is suggested that this isthe place where the philosophic urge is argued, elaborated, and reflected upon.
While many studies of embodiment tend to focus upon "the body" as object, cultural artefact, or text for cultural inscription, the approach used in this dissertation is with the incarnation (the making flesh) of interaction in particular socio-physical milieux. The shift is thus from investigation of bodies to bodying, from noun form to transitive verb of incorporealization. This shift is felt necessary in order to better understand the so-called dualisms of traditional Western philosophic thought: mindbody, self-other, self-world, nature-culture, etc., and Tantric inspired Eastern philosophies of self-all relationality. It will be suggested, taking
the lead from Leder (1990), that these apparent dualisms are not so much "add-ons" to philosophies of being, but arise in the experiential body itself.
This dissertation endeavours to rethink certain "givens" of everyday life, such as perception of time and space, place, enacted memory, having empathic feelings for others, and so on, from within bodily experience and occidental-oriental philosophies of being. Certain neurological disorders are examined for their way of deconstructing elements required to construct a meaningful incarnated life-world.
The process of embodiment is not only what the body is, but what it does.
My construction of what is necessary for embodiment studies therefore considers bodily praxes (cultural and individual), as well as the sensual, sensate experiences arising in the body.
The image of a ball game is evoked in various ways throughout the dissertation not only because it well describes the dense layers of interaction and an emergent sense of bodiliness, but it also illustrates reciprocity and situatedness.
This thesis is intended to contribute to the health sciences as well as cultural studies. It draws upon the phenomenology of Merleau-Ponty, J. J. Gibson's ecological psychology, neurological studies and case histories, and the Eastern tradition of Tantrism in its Mahayanist Buddhist and Taoist forms.
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uk, don bysouth@ntu ac, and Don Bysouth. ""Jolly Good Nutter": A Discursive Psychological Examination of Bipolar Disorder in Psychotherapeutic Interactions." Murdoch University, 2007. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20071217.34447.
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This dissertation examines how bipolar disorder, a common and disabling psychiatric condition, is made relevant as a participants concern in a site of massively consequential psychological business the psychotherapy session. As its central thesis is the claim that the practices by which bipolar disorder gets done as bipolar disorder are invariably absent in most formal accounts of the disorder. In this regard, the dissertation provides an empirically grounded description of a range of discursive practices associated with the doing of bipolar disorder in psychotherapy. This is undertaken from a discursive psychological orientation that draws extensively from ethnomethodology, conversation analysis, and Wittgensteinian philosophy.
Following a review of bipolar disorder as a diagnostic psychiatric category, consideration is given to alternate conceptualisations which suggest the category is constructed in-and-through complex socio-historical practices which are often occluded and considered irrelevant to the categorys situated deployment. This notion is used to provide a more sustained examination of how one might get at such practices in situ by way of conducting ethnomethodological and conversation analytically informed investigations. In consideration of how one might approach psychological categorisation practices in talk-in-interaction, a discursive psychological orientation is developed which stresses the social, public nature of psychological categories in use.
The empirical materials examined in the dissertation are drawn from a corpus of audio recordings of seven naturally occurring psychotherapy sessions involving a clinical psychologist and five clients for whom the category bipolar disorder has demonstrable relevance. Practices examined include those relating to the production and recognition of what might count as a bipolar disorder symptom, the manner in which moods operate as account production devices, and the methods by which psychological terms (such as thought and feel) operate in-and-as situated practices involved in psychotherapeutic business.
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Jonsson, Annika. "A nice place the everyday production of pleasure and political correctness at work /." Doctoral thesis, Karlstad : Faculty of Social and Life Sciences, Sociology, Karlstads universitet, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-4873.
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Anderberg, Ellinor. "Where is the bakery? : The ethnomethodological conception of social order." Thesis, Stockholms universitet, Sociologiska institutionen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-56114.
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The fundamental sociological problem of social order finds a somewhat ”unorthodox” solution in the ethnomethodological program, the main responsibility of which is ascribed to Harold Garfinkel. The current thesis rests on the view that the program offers insights that have not been sufficiently recognized, and that it bears a message to sociology that has been somewhat lost. The study aims to investigate and uncover the ethnomethodological conception of social order in a comprehensible way. Comparisons are made to “formal analytical” perspectives, notably that advocated by Talcott Parsons. The result suggests that the ethnomethodological conception of order is closer related to intersubjectivity than to action theory, and that the ethnomethodological view completes rather than opposes that of formal analysis. The deeper ontological and epistemological implications of ethnomethodology are discussed, partly by invocation of the notion of radical reflexivity.
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Raoufi, Masouleh Azar. "Everyday Construction of Gender Identity in a Sex-reassigned Child Negotiating Membership Categorization : A case study of an Iranian family in Sweden." Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-120487.
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Conversation analytic (CA) and ethnomethodological (EM) techniques are employed in this study to explore the ways speakers within and between interactional turns build and resist gender category by resisting its activities/predicates. It aims to reveal how a sex-reassigned child’s identity is pertinent to the construction of membership categorization and the doing of resistance towards category-bound activities/predicates. The study attempts to explain how the child tries to design her answers in a way that - both explicitly and implicitly - resist both the gender membership categorization she is being assigned to be and its ties (predicates/activities) she is being asked to accomplish. Membership categorization analysis (MCA), formulated by Sacks (1979), is employed here to show that the identity categories used in talk are tools by which participants organize and perform activities/predicates to establish their categories. The human subject that this project concentrates on is an immigrant family having a sex-reassigned child called Aidan. The data, which is analyzed, was collected during a dispute around the haircut and clothing style for the sex-reassigned child between the child and the parents. During the interaction the parents try to generate the category predicates for building up a set of activities around what might be considered ‘normal’ within a community that enables them to define and validate the child particular membership category. The main resistance strategies adopted by the child are dispreferred actions such as refusals mainly through accounting (e.g., justification and explanation) and disagreement.
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Risberg, Jonas. "Kunskap i interaktion på en nyhetsredaktion : Om kollegiala möten i den redaktionella vardagen." Doctoral thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-218248.
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This study examines collaborative work between colleagues in the newsroom of local radio stations. Through the framework of ethnomethodology and conversation analysis the overall aim is to explore how backstage work in the newsroom is initiated, established, and negotiated as a collective knowledge-based practice. Based on video ethnographic fieldwork in five local radio stations, the analyses demonstrate how the newsroom is constituted as a collegial knowledge-based practice through the ways in which colleagues contribute to the accomplishment of seemingly individual tasks in the production of news, and through encounters where journalists request assistance from colleagues to carry out work assignments that are typically technical/practical in their character. The analyses highlight the participants’ epistemic orientations as an interactional engine, but emphasize how this orientation is made relevant for professional actions. Examining in detail how members orient to epistemic asymmetries when requesting assistance in individual tasks, it is shown how accounts expressed in those situations are often double barreled in that they also explicate if the current situation is to be met with instructions or a division of labour. When examining the interactional sequences that ensue in response to requests for help, it is shown how those situations can be understood as communicative pedagogical projects, how the tutor in situ must decompose the overall task into relevant steps and formulate these composite actions so they can be recognized and performed by the colleague. It is also shown how embodied action or absence of expected embodied action is treated as expressions of knowledge, that is, epistemic stance. In these everyday pedagogical practices, the participants establish a local rationality and a situation where two professional colleagues interact. The study thus demonstrates how interaction with colleagues contributes to institutional tasks as well as to the development of different professional skills. In highlighting collaborative work between colleagues in newsrooms the study contributes to the field of epistemics in social interaction, collegial work, talk in institutions, and newsroom ethnographies.
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Aguirre, Alexandra. "Interação na produção e recepção de obras de arte contemporânea." Universidade do Estado do Rio de Janeiro, 2014. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=8441.
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A tese procura compreender quais ações sociais estão presentes na recepção e produção de obras de arte contemporânea. O ponto de vista da etnometodologia é de que os processos de interação são originários e formais, pois o sujeito fenomenológico não se percebe, é sempre o outro para o qual se dirige. E, ao mesmo tempo, as ações sociais e interpretações são orientadas por métodos (pressupostos e subentendidos) compartilhados entre agentes. Para investigar estes métodos, deve-se situá-los no contexto de uso, as circunstâncias concretas, que os tornam observáveis e relatáveis (accountable) por meio de operações de visibilização e/ou ocultamento, antecipação e/ou aguardo. A etnometodologia observa as ações sociais em situações rotineiras, nas quais os agentes lançam mão do conhecimento que compartilham e esperam que os outros façam o mesmo. É quando se age sem pensar. As artes são frequentemente analisadas segundo as diferenças produzidas nas relações cotidianas, oferecendo outros olhares e deslocamentos para o que já é habitual. Não negamos esta condição, mas compreendemos também que a observação de artes não se dá fora do mundo social. Cotidianamente, os agentes utilizam recursos de identificação das circunstâncias em que se encontram, do interlocutor com quem interage e do ambiente onde se insere. O que significa que estes recursos estão disponíveis a qualquer pessoa e são levados para o interior de galerias e museus, à revelia de observadores, artistas e instituições. Para qualquer um que ocupe a posição de observador da obra, as circunstâncias concretas da recepção (a obra, o texto da crítica, a fala do artista, a ação dos outros visitantes, etc.), exigem, deste agente, operações semelhantes às utilizadas no cotidiano. Estas operações foram investigadas nas entrevistas com público e artistas, nas quais se buscou reconhecer quais recursos e métodos compartilhados com a obra, o público, os outros artistas e a crítica, eles lançam mão quando ocupam as posições de observador ou produtor de obras de arte.The thesis seeks to identify the social actions present in the reception and production of contemporaty art. According to ethnomethodology, the interaction processes can be classified as both originative and formal, because the phenomenological subject does not perceive itself, it always addresses to someone else. Moreover, social actions and interpretations are guided by methods (implied and expected) shared among agents. Those methods should be investigated in the context of use, the actual circumstances that make them observable and reportable (accountable) through operations of visualization and/or concealment, forwardness and/or retention. Ethnomethodology observes the social actions in everyday situations, in which agents make use of the shared knowledge and hope that others do the same thing. It is when one acts without thinking. Works of art are often analyzed by the differences they produce in everyday life, introducing other perspectives to what is usual. We dont deny that carachteristic, but we also understand that art observation belongs to the social world. In everyday life, the agents use action resources to investigate the actual circunstamces, auditors and locations. Therefore, those resources are available to anyone and are taken inside galleries and museums regardless of those institutions, the public and the artists. The actual circumstances of reception (the work of art, the critics text, the artists speech, the other visitors actions, etc.) demands of anyone in the observer role procedures similar to those of everyday life. In the interviews with the public and the artists, we tried to identify, through the discourses, which resources and methods are shared with the work, the public, other artists and criticism.
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Wroe, Lauren. "A study of asylum seeker/refugee advocacy : paradoxes of helping in a climate of hostility." Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/a-study-of-asylum-seekerrefugee-advocacy-paradoxes-of-helping-in-a-climate-of-hostility(8d6cdde4-1729-42b8-a6c0-be6e5e05a925).html.
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This thesis is concerned with the extent to which hostility towards asylum seekers/refugees frames advocacy talk. Using a dialogical approach, I analyse how the identities of asylum claimants are dealt with by refugee advocates, in order to counter this hostility. My analysis is based on the collection of publicity materials from four refugee organisations, and from Narrative Biographical Interviews conducted with their staff, volunteers and asylum-seeking clients. Using the notion of dialogical network, I demonstrate how hostility enters advocacy talk, how it frames contemporary advocacy representations of refugees, and how it is challenged. In particular, I use Membership Categorisation Analysis to analyse how members of these organisations, the staff, volunteers and campaigners, maintain or challenge the frames provided by the organizations in their publicity materials. I demonstrate how asylum seekers/refugees themselves deal with the hostility and to what extent they are complicit in maintaining or challenging both hostile and advocacy representations of themselves. Hostility routinely enters the publicity materials and is countered through formulations of refugee identities along the lines of biographical contrasts that work to make the hostility irrelevant. These contrasts are socially resourced, and are organised along a set of 'sympathy themes', whereby asylum seekers are represented as having little choice, as naïve, as victims of violence and as having poor mental health. However, advocates, in their interview talk, push the boundaries of these frames of representation. They present new challenges to established practices of refugee representation, and demonstrate that the moments of antagonism called for in the literature already exist within mainstream advocacy organisations. Similarly, the narratives shared by asylum seeker/refugee informants challenge established representations of refugee-hood, in both mainstream and advocacy practices, providing rich and diverse images of themselves which go beyond representations of 'mute victims'. These cracks, these moments of ethical antagonism, suggest new ways forward for refugee advocacy. Importantly, even within mainstream services, these are live issues for their members. The challenge is to make them visible.
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Smith, Paul Vincent. "Academic literacy practices : plausibility in the essays of a diverse social science cohort." Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/academic-literacy-practices-plausibility-in-the-essays-of-a-diverse-social-science-cohort(d9c58201-f9df-4be4-ba54-21789e454250).html.
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This thesis addresses academic writing using two practice-led disciplines, academic literacies and ethnomethodology. It is first concerned to evaluate the possibilities of cooperation between these cognate endeavours, and concludes that where academic literacies provides a locus and set of topics for academic writing studies, ethnomethodology can contribute a sharpening of focus and of analytic tools. Ethnomethodology provides a reassuring message in that it confirms the value of detailed local studies, in this case of literacy. However, it is also the source of critique for those literacy scholars who have tried to site their studies in dualisms. This is seen as a rejection of situated studies. There is therefore a prominent methodological focus in this thesis. These methodological issues are then discussed in regard to how they translate into agendas and technologies for the study of social literacies. It is shown that ethnographic-type methods are necessary for such studies, even where they do not qualify as ‘full’ ethnographies by traditional standards. This study itself took on a quasi-ethnographic or ethnographic-type approach, using a longitudinal method to track the academic writing practices of eight undergraduate students with the aim of ascertaining the social and collaborative ways in which their work is accorded plausibility. Material from the study is presented in the form of interview analysis, and in a series of ethnographic case studies that use a variety of material, including interviews with students and staff, student essays, and various other materials that were accrued throughout the administrative life of the essays. Various methods for achieving or according plausibility, on the part of both students and staff, are discussed and analysed. Although all protagonists involved in essay writing and marking looked for and dealt in conventions wherever possible, the material presented here demonstrates that participants were generally aware of the limits to the possibilities of phenomena, and that there may be cause to locate, challenge, change, and adapt to the things that can acceptably be said and done in essay writing.
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Keogh, Jane. "The Role of Texts and Talk in Mediating Relations Between Schools and Homes." Thesis, Griffith University, 1999. http://hdl.handle.net/10072/365983.
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This study draws on Ethnomethodology, Conversation Analysis and Foucauldian Theory to investigate the textual and conversational construction of teacher-parent relationships as they are evidenced in examples of school-home communications. A survey of educational research literature suggests that what is taken to constitute a productive teacher-parent relationship remains largely undefined and untheorised. Although it seems that 'good' teacher-parent relationships are valued by the stakeholders in schooling, including school administrators, teachers, parents and government bureaucrats, views of these relationships tend to be based on commonsense notions that there is a need for 'improvement'. It is suggested that contemporary neo-liberal educational views regarding the importance of such factors as parental choice, for example, and the associated movement towards the commodification of education influence teacher-parent relationship possibilities. It is theorised that teacher-parent relationships are constituted and mediated within and through the details of textual and conversational practices evidenced in school-home communications. Theoretical components derived from Smith (1987, 1990a and 1990b), Bourdieu (1991) and Foucault (1977) are established as useful conceptual frameworks from which to view the data. The data corpus originates from both private and secondary schools, and consists of examples of written and spoken school-home communications. The data are analysed using a multiperspectival approach that combines strategies deriving from different analytic perspectives in complementary ways. Ethnomethodology (EM) and Conversation Analysis (CA) are the main techniques used to document the detailed textual and conversational strategies that work to construct teacher-parent relationships. This study's basis in EM means that it does not begin with a pre-theorised notion concerning 'best practice' regarding teacher-parent relationships. Foucauldian Theory provides an alternative lense through which to view the data. It is argued that different passes through the data operate as overlays or reflexive readings, thereby providing enriched understandings of how the inter-institutional texts and talk work to construct particular moral versions of schools and homes, and of teachers parents and students, and of their inter-institutional relationships. Various different kinds of secondary school-home communications are analysed in Chapters 5 to 8. Chapter 5 presents analyses of school promotional documents originating from a variety of secondary school types, including both private and state, and both single-sex and co-educational schools. More than in documents originating from state schools, private school documents tend to include more visuals that imply moral versions of acceptable teacherhood, parenthood and studenthood. The state school documents tend to state expectations more explicity than do the private school documents. Apart from this difference, it is found that similar versions of schools, homes, parents, teachers and students are textually and visually constructed regardless of their origins. Uniformed, well-disciplined students are presented as desirable and representative of the various schools, and are themselves produced as a marketing device. It is the schools' versions of the social world that are fore-grounded within and though the various promotional documents. Chapter 6 presents analyses of three examples of monologic school-home communications, Each item is analysed by focussing on a particular conversational or textual feature. The first example is a speech given by a state school principal to a group of prospective parents and soon to be enrolled students at an induction morning. This analysis focuses on this principal's use of pronouns as positioning practices. The second example is an address given by a private school principal to a group of existing parents and students at the school's Speech Night. This analysis focuses on the private school principal's use of aligning strategies such as audience invitations to applaud as an aligning strategy. The third example is a letter sent by a school administrator to the parents of private school students. This analysis,focusses on the school administrator's use of oppositionals to construct her versions of acceptable students and parents in contrast to those of 'other' less desirable schools. These examples include both explicit and implicit suggestions that conformity to school expectations and directions will enable parents to obtain advantageous futures as positional goods for their children. It is argued that a curriculum of compliance and conformity for homes is textually and conversationally established within and through these examples of school-home communications. Chapters 5 and 6 analyse examples of monologic school-home communications, so designated because although the school-based texts and talk could have been received in a multiplicity of ways, readings and hearings are not available for analysis within the data themselves. In contrast, Chapters 7 and 8 analyse examples of interactive teacher-parent talk. Chapter 7 analyses the first 39 turns of the initial talk of a teacher-parent interview that took place at a secondary school teacher-parent interview night. The chapter is organised into three different readings of the data to show how each of these can inform the others. The first reading uses Conversation Analysis (CA) to highlight the participants' use of sequential structures and membership cateogrisation devices (MCDs) to present moral versions of themselves and each other within and through the talk. The second reading identifies a number of dominant discourses as practices of power to show how the participants position themselves and each other, negotiating their respective responsibilities for the student. It is found that the adult participants tend to position the student as an overhearing audience to their co-constructions of responsible teacherhood, parenthood and studenthood. The student is positioned as ultimately responsible for her own academic well-being and behaviour. During this talk, the home is positioned as a colony or annex of the school, and the parents are positioned as adjunct teachers, expected to continue the work of the school within their private family space. The third reading uses the Foucauldian concept of governmentality to read the talk. It is suggested that the discursive techniques identified by the previous two readings work as disciplinary practices to regulate the participants. Chapter 8 surveys other examples of interactive teacher-parent interview talk that took place in various sites on different occasions, involving both teachers and parents. During some of these interviews the student is also present, whereas in other interviews the student, who is the focus of the talk, is not. On one occasion the interview takes place in the ,home rather than at the school and includes another family member in addition to the student herself and her parents. It is found that despite such differences and variations in the use of conversational strategies, comparable versions of schools, homes, teachers, parents, students and their inter-institutional relationships are talked into being across these different educational sites. Again, a Foucauldian perspective is used to account for such similarities in the various examples of interactive teacher-parent talk. The thesis concludes by arguing that the textually and conversationally constituted and mediated teacher-parent relationships are fundamentally asymmetrical. It is the schools' versions of the social world that come to count in these inter-institutional communications. On some points teachers and parents are often found to have different expectations regarding what they perceive to be in the 'best' interests of their students / children. However, despite such differences it seems there is a high degree of similarity regarding what schools and families should be like evidenced across the various school- home communications. It is argued that such commonalities can be viewed as evidence of governmentality actively enacted within and through the particular textual and conversational micro-practices identified here (following Foucault, 1977). As such, these practices work to implement techniques of state power into home space, bringing bureacratic control into homes and functioning to produce a future citizenship with limited cultural and moral options. In conclusion, the thesis summarises some of the main implications of the study's findings for theory, method, practice and policy. It is suggested that there is a need to re- theorise commonsense notions of teacher-parent relationships as a result of the findings of tfus study. This research shows how educational materials such as teacher-parent communications can be anaysed in insightful ways to reveal how such relationships are actively constituted and mediated within and through them. Findings revealed here offer a way of documenting the workings of particular inter-institutional practices and offer a new way of construing the functions and consequences of those practices.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Cognition, Language and Special Education
Arts, Education and Law
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Smith, Timothy Edward. "Solving the payment problem : an interactional analysis of street performance." Thesis, University of Edinburgh, 2017. http://hdl.handle.net/1842/22086.
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This thesis investigates how street performers entertain passers-by and audience members in exchange for money. Specifically, it investigates how this exchange relationship is accomplished in light of exchange happening outside the routine context of “the market”, where payment for goods and services is ordinarily enforceable. In this regard, this thesis seeks to uncover the ways that exchange in street performance is alternatively organised through donations, and how giving donations are produced and recognised as interactionally relevant and morally accountable actions. To that end, this thesis employs the allied approaches of ethnomethodology and conversation analysis. It empirically examines video recordings of street performances, mostly collected at the Edinburgh Festival Fringe. Three kinds of street performance encounter are considered: these are musical busking, living statue performing, and circle show performing. The order of the discussions of these performances reflects the extent to which the performers explicitly recruit interactional resources —including talk, gesture and material objects—to morally obligate audience members and passers-by to give donations. The main thrust of this thesis is that street performers, passers-by and audience members collaboratively produce and recognise street performances as gifts that should be reciprocated. The street performances are initially freely given, but participation entails indebtedness that in various ways make remuneration interactionally relevant. In this regard, this thesis also explores how money, value and materiality feature in the giving and receiving of donations. This thesis provides new knowledge about how street performance encounters are ordered, how moral obligation is interactionally worked up through the sequential organisation of social actions, and how money donations are exchanged in return for entertainment. It also provides new understanding about how different kinds of street performance encounters share organisationally similar properties for solving the “payment problem”, but at the same time possess properties that are distinct.
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Geimer, Alexander. "Ethnomethodologie und Geschlecht." Universität Hamburg, 2013. https://ul.qucosa.de/id/qucosa%3A15361.
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Die Prozesse der stetigen, interaktiven und lokalen Herstellung der Alltagswirklichkeit zu untersuchen, ist das Anliegen der Ethnomethodologie, die dem interpretativen Paradigma der Soziologie zugerechnet wird. Ihre leitende Frage lautet: Welcher Praktiken bedienen sich Gesellschaftsmitglieder, um die geordnete Struktur ihrer Alltagswelt interaktiv hervorzubringen? Geschlecht wird entsprechend als ein interaktiv hergestelltes Merkmal sozialer Ordnung begriffen.
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Geimer, Alexander. "Ethnomethodologie und Geschlecht." Universitätsbibliothek Leipzig, 2017. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-219562.
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Die Prozesse der stetigen, interaktiven und lokalen Herstellung der Alltagswirklichkeit zu untersuchen, ist das Anliegen der Ethnomethodologie, die dem interpretativen Paradigma der Soziologie zugerechnet wird. Ihre leitende Frage lautet: Welcher Praktiken bedienen sich Gesellschaftsmitglieder, um die geordnete Struktur ihrer Alltagswelt interaktiv hervorzubringen? Geschlecht wird entsprechend als ein interaktiv hergestelltes Merkmal sozialer Ordnung begriffen.
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Bouggar, Samir. "Evaluation des politiques publiques internationales : le cas de la coopération maroco-française en matière administrative." Thesis, Université Grenoble Alpes (ComUE), 2017. http://www.theses.fr/2017GREAH030/document.
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L’évaluation de la coopération administrative internationale (CAI) objet de notre recherche, a été retenue par le groupe du Comité Interministériel de la Coopération Internationale et du Développement (CICID), lors de la réunion de son Comité des évaluations, qui s’est tenue à Paris le 21 juin 2005. Assurée par la Direction Générale de la Coopération Internationale pour le Développement (DGCID), elle s’inscrit dans le cadre de l'évaluation-pays, ou évaluation stratégique, ayant porté sur les activités de la coopération bilatérale entre le Maroc et la France pour la période (1995-2005).La problématique de recherche se justifie par le constat suivant : Après deux décennies d’évaluation des politiques publiques internationales, , force est de constater que, le bilan actuel des évaluations politiques de coopération internationale apparaît très contrasté. Au moins trois raisons conduisent à établir ce bilan: En premier lieu, l’évaluation demeure encore largement une simple expertise spécialisée. La deuxième raison , l’expertise technique est le qualificatif qui donne droit à mener des évaluations.. Enfin, la troisième raison résulte de l’environnement dans lequel se pratique l’évaluation. La culture d’évaluation ou son institutionnalisation demeure particulièrement pauvre ou n’existe pas encore au Maroc. L'évaluation-pays se démarquera par : L’institution d’un Comité Mixte maroco-français de Pilotage de l’Evaluation (CMPE) ; le souci de renforcer les capacités en évaluation de politiques publiques en faveur des membres du CMPE ; l’ouverture vers la société civile, les collectivités territoriales et autres partenaires du développement local ; le respect des principes et méthodologie de l’évaluation reconnus, et la prise en compte de ceux mis en œuvre par la Commission européenne et l’inscription dans le prolongement des responsabilités du Conseil d’Orientation et de Pilotage du Partenariat (COPP) chargé de suivre les orientations des Rencontres de Haut Niveau (RHN).La question de recherche qui se pose à nous est de voir comment cette évaluation pourrait-elle se faire, indépendamment des positions et des expériences des parties en présence si elle pouvait suggérer voire induire une position de compromis ?Nous avons adopté une démarche de recherche éthnométhodologique fondée sur le Modèle du sociologue Américain Harold Garfinkel (1917-2011), à partir d’une observation de l’intérieur même de l’activité d’évaluation. Cette analyse localisée du politique nous a ainsi permis de travailler sur les faits localement observables, à savoir dans notre cas : la mise en pratique de l’évaluation de la coopération. Il s’est agi de savoir en d’autres termes, comment cette évaluation a été faite ?Nous avons essayé de démontrer que le travail d’évaluation, à l’instar du travail d’expertise auquel du reste il se rattache, voit en effet poser sur lui deux conceptions contraires : l’une en faisant un travail objectif, l’autre un travail de légitimation. D’où il nous apparait que c’est dans l’analyse détaillée de ce qui s’y passe que réside une meilleure compréhension du rôle qui est le sien.En guise de conclusion , l’ objectif principal de la thèse a été de mener une analyse localisée des politiques publiques internationales qui sont fondées sur des faits localement observables à savoir : la mise en pratique de l’évaluation de la coopération maroco-française en matière administrative (1995-2005.Elle se conclue en abordant successivement son bilan, son apport, l’auto-évaluation du travail de recherche réalisé afin d’obtenir les réponses aux questions de recherche et, la vérification de la pertinence ainsi que l’efficacité des moyens utilisés (Outils, démarche et méthodologie) pour répondre à la problématique, déterminer ses limites ainsi que les perspectives et les pistes possibles d’investigationThe evaluation of the international administrative cooperation (CAI) which is the subject of our research was selected by the Interministerial Committee of the Group of International Cooperation and Development (CICID), at the meeting of the Evaluation Committee, held in Paris on 21 June 2005. Ensured by the Directorate General of International cooperation for Development (DGCID), it is part of the evaluation-country, or strategic evaluation, which focused on the activities of bilateral cooperation between Morocco and France for the period (1995-2005).The research problematic is justified by the following observation: After two decades the evaluation of international public policy appears very contrasted. At least three reasons lead to establish this contrast. First, the evaluation remains largely a simple specialized expertise. The second reason follows moreover from this situation: The technical expertise is the quality that gives the right to conduct evaluation. Reflection on evaluation methods remains particularly poor in Morocco. The third reason is the result of the environment in which the evaluation practices. The culture of evaluation or its institutionalization does not yet exist in Morocco.The international public policy evaluation will stand out by: The establishment of a Moroccan-French Joint Evaluation Steering Committee (CMPE); the concern for capacity building in evaluation public policies in favor of the members of the CMPE; the opening to civil society, local authorities and other local development partners to participate to the evaluation; the respect of the principles and methodology of the recognized evaluation and considering those implemented by the European Commission; the follow-up of the recommendations of the Orientation of the Partnership Steering Board (COPP) to monitor the orientations of the High Level Meetings (RHN).The research question that faces us is to see how this evaluation could it be? Regardless of the positions and experiences of the parties involved and if it could induce and even suggests a compromise position?We adopted an ethnomethodological research approach based on the sociologist Harold Garfinkel Model (1917-2011), from an observation of the inside of the evaluation activity. This localized analysis of the policy has enabled us to work on locally observable a fact that is in our case: the practice of assessing cooperation. It came to know in other words, how this evaluation was made?We tried to demonstrate that the evaluation process, like expertise to which it relates faces two opposing conceptions: one by doing an objective work, the other by doing legitimating work. Hence it appears that it is in the detailed analysis of what happens there lays a better understanding of the role of the evaluation process.In conclusion, the thesis main objective was to conduct a localized analysis of international public policies evaluation based on facts locally observable. It is concluded by addressing successively its diagnosis, its contribution, the self-assessment of the research work carried out to get the answers to the research questions and checking the relevance and the effectiveness of the means (tools, approach and methodology) to address the problem, identify its limitations and the prospects and possible tracks of investigation
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Sjöblom, Björn. "To do what we usually do : An ethnomethodological investigation of intensive care simulations." Thesis, Linköping University, Department of Computer and Information Science, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-6382.
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Simulators provide great promises of pedagogical utility in a wide array of practices. This study focuses on the use of a full-scale mannequin simulator in training of personnel at an intensive care unit at a Swedish hospital. In medicine, simulators are a means of doing realistic training without risks for the patient. Simulators for use in intensive care medicine are built to resemble as closely as possible the human physiology. In the studied sessions the simulator (a Laerdal SimMan) is set up to be an as-authentic-as-possible replication of the nurses regular, day-to-day practice.
In examining the training-sessions, it was found that the participants often did other things than “proper” simulation, such as joking or making comments about the simulation. These “transgressional activities” were studied from a perspective of ethnomethodology, using video-recordings of the session. These were transcribed and analyzed in detail using ethnomethodologically informed interaction analysis.
Several themes were developed from the recordings and transcripts. These have in common that they demonstrate the participants’ own achievement and maintenance of the simulation as a distinct activity. The analysis provides an account of how the local order of the simulation is upheld, how it is breached and how the participants find their way back into doing “proper” simulation. It is an overview of the interactional methods that participants utilize to accomplish the simulation as a simulation.
This study concludes with a discussion of how this study can provide a more nuanced view of simulations, in particular the relation between simulated and “real” practices. Notions of realism, authenticity and fidelity in simulations can all be seen to be the participants’ own concern, which informs their activities in the simulation.
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Velasquez, Adriana. "AD/HD i skolans praktik : En studie om normativitet och motstånd i en särskild undervisningsgrupp." Doctoral thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-170891.
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The purpose of this thesis is to study some of the everyday interactional processes that take place in a special teaching group of children diagnosed with AD/HD. This group operates in an elementary school in a Swedish multicultural neighborhood. The starting point of the study is that AD/HD is much more than a neuropsychiatric diagnosis in the school’s pedagogical practice. The diagnosis contributes to shape many of the complex processes related to identity, socialization and learning that take a central place in the group’s daily interaction. The thesis combines an ethnomethodological and intersectional approach to analyze the everyday interactional and conversational practices, as well as various institutional and social categorization processes, of importance to the group. The study is based on a one-year ethno-graphic fieldwork and focus mainly on field notes and video recordings collected during different teaching activities. The thesis explores how the teachers accomplish different arrangements and practices to meet the pupils’ special educational needs. By analyzing these arrangements and practices the study shows how teachers and pupils establish meaning and understanding of “the problematic pupil with AD/HD” in everyday interaction and in conversation. The focus is upon the role that practices like descriptions, categorizations, and identity attributions, play in the interaction between members of the group when they negotiate positions in terms of normativity and resistance. Also important is how the institutional ordering between teachers and the pupils is related to social orderings along the lines of disability, ethnicity, class and gender. The analysis shows how the everyday arrangements and practices applied in the group, in combination with the daily production of meaning, generate different selection and stigmatization processes that school and special teaching ideologies were trying to prevent. The study stress the need for new pedagogical approaches to increase the understanding of those processes, as well as the articulation of new pedagogical alternatives that better respond to pupils with special educational needs.Pojkar i behov av särskilt stöd - en studie om maskulinitet, särbehandling och socialisation i särskilda undervisningsgrupper
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Vaux, Janet Heather. "Social and epistemological bases of technology transfer : the case of artificial intelligence." Thesis, Brunel University, 1999. http://bura.brunel.ac.uk/handle/2438/5505.
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This thesis addresses a problem in the literature on technology transfer of understanding the local appropriation of knowledge. Based on interpretive and analytic traditions developed in Science and Technology Studies (STS) and ethnomethodology, I conceptualise technology transfer as involving communication between discursive communities. I develop the idea of 'performance of community' to argue that explanations of research and technology, and readings of those explanations, are sites for the elaboration of the identity of a discursive community. I explore this approach through a case study in the field of artificial intelligence (AI). I focus on what I call 'explanatory practices', that is practices of describing, identifying and explaining Al, and trace the differences in these practices, according to location, context and audience. The novelty of my thesis is to show the pervasiveness of performance of community within these explanatory practices, through showing the differences in the claimed identity and significance of Al, associated with different locations, contexts and audiences. I draw out some of the implications of my approach by counterposing it to a theory of technology transfer as the passing of neutral units of information, which I argue is implicit in a complaint made by Al vendors that the Al marketplace had been damaged by overselling or hype. In particular, I show that disclaimers of hype (more than the perpetration of it) had always been associated with the marketing of Al. More generally, my claim is that it is politically important to understand that neutral information is not available even as an ultimate standard, and that the local appropriation of knowledge is not an aberration to be controlled, but a component of both successful and unsuccessful communication between discursive communities.
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Kemppi, Marianna. "One Family - Many Religions : Religious Dialogue within Multi-Religious Families and Faith-Based Organizations." Thesis, Uppsala universitet, Teologiska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-323900.
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The objective of this Master’s research project was to examine religious dialogue from the point of view of multi-religious families and different faith-based organizations. This research attempted to raise awareness of the multiple benefits of religious dialogue society-wise, of the general diversity of faith-based systems and of the role that multi-religious families play. Furthermore, it was studied how different faith-based organizations and other societal factors relate to multi-religious families, and how these relationships could be improved. This is a qualitative research, to which a few quantitative elements were included. These elements were implemented in the two online surveys that were used for the collection of data, as well as during the data handling process. In addition to a comprehensive analysis on religious dialogue, this research considered the concepts of faith and ethnomethodology. These three underlying theories did not only support the research findings, but were actively used as the basis for the development of the surveys and their analysis. Although this research was based on a Finnish context, it can easily be generalized to any given society because of its impartial and universal basis. The surveys were designed together with a Finnish NGO called Familia ry, and the findings of this research will be used to help them develop their future work.
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Sato, Nao. "Valuation in Service: A Performative Perspective." Kyoto University, 2019. http://hdl.handle.net/2433/242770.
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付記する学位プログラム名: デザイン学大学院連携プログラムKyoto University (京都大学)
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新制・課程博士
博士(総合学術)
甲第21920号
情総博第2号
新制||情総||1(附属図書館)
京都大学大学院情報学研究科社会情報学専攻
(主査)教授 吉川 正俊, 教授 大手 信人, 教授 松井 啓之, 教授 椙山 泰生
学位規則第4条第1項該当
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Bolander, Pernilla. "Anställningsbilder och rekryteringsbeslut." Doctoral thesis, Handelshögskolan i Stockholm, Programmet Människa och Organisation (PMO), 2002. http://urn.kb.se/resolve?urn=urn:nbn:se:hhs:diva-577.
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Denna avhandling handlar om hur rekryteringsprocesser går till. Den handlar särskilt om rekryteringsprocesser där bedömning och beslutsfattande sker i grupper som består av rekryterare, linjechefer och blivande kollegor. Hur hanterar dessa bedömare den mångtydiga situation som en rekrytering innebär? Hur går det till när de diskuterar kandidater och kommer överens om vem som skall rekryteras? Hur fastställer de tillsammans om en kandidat är en ”klockren stjärna” eller ett ”stolpskott”, en socialt kompetent person eller en ensamvarg, en specialist eller en generalist? Vilken roll spelar rekryteringsverktygen i detta arbete? Blir bedömningen mindre rättvis om den sker under en informell diskussion mellan erfarna kollegor än om bedömarna endast tar hänsyn till objektiva fakta? Dessa är några av de frågor som diskuteras i denna avhandling. Den bygger på studier som omfattar intervjuer med rekryterare och observationer av beslutsmöten där olika bedömare samlas för att diskutera kandidater som sökt arbete och besluta huruvida dessa skall erbjudas anställning.Diss. Stockholm : Handelshögsk., 2002
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MacLennan, Steven. "Account giving as a fundamental social practice and a central sociological concept : a theoretical and methodological reconceptualisation and a practical exploration in a critical case." Thesis, University of Edinburgh, 2010. http://hdl.handle.net/1842/4028.
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This PhD thesis argues that accounts are influenced by culture, are a fundamental form of social practice by which interaction is accomplished, and thus a central sociological concept. The focus of the thesis is that accounts of time and money are affected by religious belief. It examines and (re)conceptualises the concept of an account. Accounts are re-theorised as taking two forms: rational and rhetorical, with their mediation emphasised as the feature that makes them empirically different. Studies of accounting in religious institutions are critically examined and complemented using research from a neglected (in 'financial' accounting studies) branch of sociological research about accounts as ubiquitous social practices. Time and money are appropriate phenomena to research sociologically because they are relevant to sociological and financial conceptions of an account as numerically accountable phenomena that also have socially meaningful features. Ethnomethodology and institutional ethnography are deployed as two mutual methodological frameworks for researching the social accomplishment of accounts in small-scale interaction and ways in which a complex of wider ruling relations, through institutional discourses, are implicit in accounting interactions, especially in institutional settings. The thesis forwards a set of theoretically derived propositions to provide an explanation of accounts that explores their social embeddedness more closely than previous work. Briefly, these are that accounts generally, and particularly as applied to time and money, are a key means to make actions visible; are an attempt to promote a morally worthy self; are culturally relative; give information about the social norms of the social collective; always occur at moral and sometimes institutional interfaces; and are ubiquitous social practices. To provide and interrogate an applied example of these theoretically and methodologically derived propositions about accounts of time and money and how these are affected by culture and beliefs, I use observation, participant observation, analysis of community produced literature, and semi-structured interviews in a critical case study of the Findhorn Foundation. Therein time and money are rhetorically accountable; are indicative of the spiritually influenced moral code of the Findhorn Foundation; and the moral code provides for a vocabulary of motives that members use in order present morally worthy selves. The ideal moral self is culturally relative to the Findhorn Foundation and sets itself in opposition to an ideal type of capitalist production, consumption and generally dominant ways of knowing, being, and organising in industrialised western societies. Rhetorical accounts of time and money pervade rational ones at the organisational level and spiritual principles are blended with business acumen. However, although spiritual principles have epistemological and ontological differences (from dominant ways of doing business in the wider society), they need to be commensurable with the extra-locally produced discourses found within the wider society in order to remain legally viable. Furthermore, tensions around inefficient decision-making processes exist. Accounts are tied to multiple (at times competing) moral codes within Findhorn, and also operate within pragmatically set limits involving disposable resources. This thesis is argued to be a valuable contribution to sociological literature around social accounting in general, and in religious institutions in particular, and contributes to the literature concerning social actors' accounts of their social actions, regardless of the specific setting. That is, these findings are 'about social practices' in general. Succinctly, my thesis puts forward a strong case for seeing accounts as a central sociological concept.
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Kontio, Janne. "Auto Mechanics in English : Language Use and Classroom Identity Work." Doctoral thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-286859.
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This is a compilation thesis consisting of three different articles with the purpose to explore the relationships between language practices, identity construction and learning in the context of the Vehicle Program, a vocational program in Swedish upper secondary schools. A feature of the particular setting studied here that sets it apart from the general education of auto mechanics in Sweden is that it was carried out in English. The study focuses on language practices within a community of practice where the norms for second language use, gender arrangements and identity work are negotiated in conversations between students and between students and teachers. The language practices are considered as talk-in-interaction, and identity construction and learning are understood as processes in socially situated activities. The study was conducted through an ethnographic approach, including observation, field notes, approximately 200 hours of video recorded interactions, and interviews with students and teachers. The recorded interactions were analysed using tools from conversational analysis and methods focusing on linguistic activities and interactional patterns. An eclectic approach combining linguistic ethnography, ethnometodological conversation analysis and socio-cultural theory of learning, in particular the concept of communities of practice, form the basis of the theoretical framework. The findings in study I highlight that language alternations are repeatedly used in the workshop as a meta-language to play around with language, which relates to emerging communicative strategies that also produces – and helps contest – local language norms. Study III suggests that teasing in students’ peer relations are not only disruptive, off-task behavior, thereby rendering them important only from a classroom management perspective. Teasing, this study proposes, should rather be seen as an organizing principle by which the students are able to position themselves in relation to an institutionally established language ideology. Study II focuses on how participants invoke and renegotiate conventional forms of masculinity tied to the ability of handling tools. Such micro-processes illuminate how gender is a constantly shifting social category that is done, redone and possibly undone. The findings suggest that new forms of auto mechanic student identities are formed that challenge current dominant discourses about what a mechanic should be.
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Silva, Rosimi Maria da. "Interação em sala de aula: a atividade pedagógica de contar e recontar histórias." Universidade Federal de Viçosa, 2012. http://locus.ufv.br/handle/123456789/4858.
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Previous issue date: 2012-05-24Whereas it is through language that human beings are organized in society, our central objective in this study is to analyze how the participants in a storytelling class from a public school of Minas Gerais, located in the urban area, interact. Based on the principles of Ethnomethodological Conversation Analysis (CEA) and Interactional Sociolinguistics (SI), we sought to identify and analyze the linguistic and discursive selections of students and teachers in a kindergarten class of real-time to check and compare, how the institutional and everyday speech happen. Data collection was performed by recording video and audio lessons where the teacher told a story and the students retold it. From these recordings was made a detailed transcript of interactions according to the precepts of ACE; following we made the analysis based on the concepts of Speech-in-Institutional Interaction and Speech-in-Everyday Interaction. Aware that the institutional and everyday conversations are constructed to mark and affirm social roles and specific characteristics, we put in evidence the speech of a teacher (Márcia) and her students during a class whose purpose was to tell and retell a story (Stubborn balloon vine) and we established a contrast with the stories told in spontaneous situations (taken from journals available in academic environment). As in Sacks (1974), we noticed existing steps both in the speech in the classroom and in the everyday life speech in common but show different characteristics and projections with respect to the language used by participants.
Considerando que é através da linguagem que o ser humano se organiza em sociedade, temos o objetivo central de, neste estudo, analisar como os participantes de uma aula de contação de histórias de uma escola pública municipal de Minas Gerais, localizada na zona urbana, interagem. Ancorados em preceitos da Análise da Conversa Etnometodológica (ACE) e da Sociolinguística Interacional (SI), procuramos identificar e analisar as seleções linguísticas e discursivas de alunos e professores de uma turma da Educação Infantil em tempo real para verificar e comparar como acontecem a fala institucional e a cotidiana. A coleta de dados foi feita através da gravação em áudio e vídeo de aulas em que a professora contava uma história e os alunos recontavam. A partir dessas gravações, foi feita uma transcrição detalhada das interações de acordo com os preceitos da ACE. Na sequência, fizemos a análise pautada nos conceitos de Fala em Interação Institucional e Fala em Interação Cotidiana. Cientes de que as conversas institucional e cotidiana são construídas de forma a marcar e afirmar papéis sociais e características específicas, colocamos em evidência a fala de uma professora (Márcia) e de seus alunos durante uma aula cujo objetivo era contar e recontar uma história (O balãozinho teimoso) e traçamos linhas de contraste com histórias contadas em situação espontânea (retiradas de periódicos disponíveis no meio acadêmico). Tal como em Sacks (1974), notamos etapas existentes tanto no discurso em sala de aula quanto no discurso presente na vida cotidiana em comum, mas que revelam características e projeções diferentes no que diz respeito à linguagem utilizada pelos participantes.
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Rönkkö, Kari. "Making Methods Work in Software Engineering : Method Deployment - as a Social Achievement." Doctoral thesis, Ronneby : Blekinge Institute of Technology, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-00264.
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The software engineering community is concerned with improvements in existing methods and development of new and better methods. The research approaches applied to take on this challenge have hitherto focused heavily on the formal and specifying aspect of the method. This has been done for good reasons, because formalizations are the means in software projects to predict, plan, and regulate the development efforts. As formalizations have been successfully developed new challenges have been recognized. The human and social role in software development has been identified as the next area that needs to be addressed. Organizational problems need to be solved if continued progress is to be made in the field. The social element is today a little explored area in software engineering. Following with the increased interest in the social element it has been identified a need of new research approaches suitable for the study of human behaviour. The one sided focus on formalizations has had the consequence that concepts and explanation models available in the community are one sided related in method discourses. Definition of method is little explored in the software engineering community. In relation to identified definitions of method the social appears to blurring. Today the software engineering community lacks powerful concepts and explanation models explaining the social element. This thesis approaches the understanding of the social element in software engineering by applying ethnomethodologically informed ethnography and ethnography. It is demonstrated how the ethnographic inquiry contributes to software engineering. Ethnography is also combined with an industrial cooperative method development approach. The results presented demonstrate how industrial external and internal socio political contingencies both hindered a method implementation, as well as solved what the method was targeted to do. It is also presented how project members’ method deployment - as a social achievement is played out in practice. In relation to this latter contribution it is provided a conceptual apparatus and explanation model borrowed from social science, The Documentary method of interpretation. This model addresses core features in the social element from a natural language point of view that is of importance in method engineering. This model provides a coherent complement to an existing method definition emphasizing formalizations. This explanation model has also constituted the underpinning in research methodology that made possible the concrete study results.
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Carneiro, Virginia Teles. "De estudante de psicologia a psicológo: da cultura estudantil à cultura profissional na perspectiva do interacionismo simbólico." reponame:Repositório Institucional da UFBA, 2013. http://www.repositorio.ufba.br/ri/handle/ri/12155.
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O objetivo desta tese é compreender como estudantes de psicologia tornam-se psicólogos profissionais. Para isso, o interacionismo simbólico e a etnometodologia foram adotadas como referências teóricas que dão sustentação ao estudo. Os meios escolhidos para gerar dados foram entrevistas narrativas e descrições das percepções da pesquisadora contidas em diários de campo. Onze estudantes de psicologia foram entrevistados pouco antes da conclusão da graduação e, novamente, aproximadamente após um ano da concessão da primeira entrevista. Através da interpretação dos dados, defende-se a tese que os estudantes de psicologia tornam-se psicólogos profissionais a partir da interação social, de modo que essa transição é profundamente marcada por perspectivas coletivas, ou seja, desenvolvidas em grupo. Os estudantes ingressam no curso de psicologia carregando valores da cultura leiga que definem, de forma difusa, a profissão de psicólogo. Para transformarem-se em estudantes de psicologia, precisam tornar-se membros de uma cultura estudantil específica e mudar a visão inicial do trabalho do psicólogo. Ao deixarem a universidade, os egressos não têm o mesmo ânimo idealista de quando eram calouros, pois vislumbram as dificuldades relacionadas à como, efetivamente, irão conseguir ocupar um lugar no mundo do trabalho. Quando se tornam psicólogos de fato, passam a fazer uso de valores pertencentes à cultura profissional, sentindo o peso da responsabilidade de suas ações através da expectativa de outros atores presentes na situação. Ao explorar a dimensão subjetiva da experiência dos estudantes em uma perspectiva interacionista, o estudo explicita como ocorrem certas escolhas dos atores envolvidos na situação, e que tipo de suporte social está em jogo nas suas tomadas de decisão, trazendo à tona um modo original de interpretar a vida universitária. The aim of this thesis is to understand how psychology students become professional psychologists. For this, symbolic interactionism and ethnomethodology were used as theoretical references that support the study. The tactics chosen to generate data were narrative interviews and descriptions of the researcher’s perceptions contained in field diaries. Eleven psychology students were interviewed shortly before graduation and, again, about a year after granting the first interview. Through the interpretation of the data, it is defended the thesis that psychology students become professional psychologists through social interaction, so this transition is deeply marked by collective perspectives, i.e., group developed. Students enroll in Psychology degree carrying values of the lay culture that diffusely define the profession of psychologist. To turn into psychology students, they must become members of a specific student culture and change their initial vision of the psychologist’s work. Upon leaving the university, the graduates do not have the same idealistic spirit of when they were freshmen, since they catch a glimpse of the difficulties related to how, effectively, occupy a place in the world of labor. When they effectively become psychologists, they start to make use of values belonging to professional culture, feeling the weight of responsibility for their actions through the expectations of other actors present in the situation. By exploring the subjective dimension of student’s experience in an interactionist perspective, this study shows how certain choices of the actors involved in the situation occurs, and what kind of social support is at stake in their decision making, bringing out an original way of interpreting college life.
Salvador