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Journal articles on the topic 'Ethnomethodology'

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Published: 4 June 2021
Last updated: 1 August 2024

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1

Sharrock, Wes. "Ethnomethodology." British Journal of Sociology 40, no. 4 (December 1989): 657. http://dx.doi.org/10.2307/590893.

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2

Trace, Ciaran B. "Ethnomethodology." Journal of Documentation 72, no. 1 (January 11, 2016): 47–64. http://dx.doi.org/10.1108/jd-01-2015-0014.

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Purpose – The purpose of this paper is to argue that researchers in the information disciplines should embrace ethnomethodology as a way of forming deeper insights into the relationship between people and recorded knowledge. Design/methodology/approach – The paper introduces the core concepts of ethnomethodology as a means of articulating what this perspective brings to the understanding of the way that society is accomplished. A selection of key studies are then examined to highlight important ethnomethodological findings about the particular relationship of documents to human actions and interactions. Findings – Ethnomethodology highlights the fact that people transform their experiences, and the experiences of others, into documents whose status as an objective object help to justify people’s actions and inferences. Documents, as written accounts, also serve to make peoples’ actions meaningful to themselves and to others. At the same time, ethnomethodology draws attention to the fact that any correct reading of these documents relies partly on an understanding of the tacit ideologies that undergird people’s sense-making and that are used in order to make decisions and get work done. Originality/value – This conceptual framework contributes to the information disciplines by bringing to the fore certain understandings about the social organization of document work, and the attendant social arrangements they reveal. The paper also outlines, from a methodological perspective, how information science researchers can use ethnomethodology as an investigative stance to further their knowledge of the role of documents in everyday life.
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3

Boden, Deirdre, Jorg R. Bergmann, Alain Coulon, Hanneke Houtkoop-Steenstra, Paul ten Have, and Jean Widmer. "Ethnomethodology International." Contemporary Sociology 18, no. 6 (November 1989): 958. http://dx.doi.org/10.2307/2074242.

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4

Mostowlansky, Till. "“The Very Act of Cutting”." Method & Theory in the Study of Religion 28, no. 4-5 (November 17, 2016): 400–420. http://dx.doi.org/10.1163/15700682-12341366.

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In the course of the emic–etic debate in the scientific study of religion\s, two complexes—insider–outsider and emic–etic—have increasingly become entangled. Taken against this backdrop, this article argues that ethnomethodology provides a methodological and epistemological outlook on these two complexes that can support efforts to disentangle them. Based on the discussion of ethnomethodological studies, I trace this outlook back to ethnomethodology’s focus on observable social interaction as dynamic, situational, and directed toward the public. This focus rejects the preoccupation with what is going on “inside people’s heads,” and thus underlines the methodological and epistemological redundancy of the insider–outsider distinction. Finally, I maintain that ethnomethodology and the majority of strands within the scientific study of religion\s are jointly rooted in an emic standpoint that concentrates on the study of specific contexts and interactions, and seeks to avoid generalizeda prioriclassifications.
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5

Thalib, Mohamad Anwar. "Peningkatan Pemahaman Mahasiswa Jurusan Akuntansi Syariah tentang Penggunaan Pendekatan Etnometodologi." Jurnal Pemberdayaan Ekonomi 2, no. 2 (August 2, 2023): 89–99. http://dx.doi.org/10.35912/jpe.v2i2.2211.

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Purpose: The research departs from the problem of the need for more understanding of students majoring in Islamic accounting regarding the use of social theory (ethnomethodology) for the study of cultural accounting. This is reflected, among others, that there are still many students majoring in Sharia accounting who have yet to be able to complete their studies on time. This study aims to increase the understanding of students majoring in Islamic accounting about the ethnomethodology approach, especially the use of this approach in cultural accounting research. Methodology: There are three methods in the implementation of the training. First, the presentation of ethnomethodology, which includes the definition of ethnomethodology, indexicality data analysis techniques, and reflexivity data analysis techniques, and giving examples of the use of ethnomethodology in everyday life. Second, giving examples of cultural accounting research using an ethnomethodology approach that has been published in nationally accredited journals, there are three examples of previous research provided, namely research published in Sinta journals. Third, training on the use of ethnomethodology for accounting research. Results: Corrupt behavior among regional elites still occurs because The training results show an increase in the understanding of students majoring in Islamic accounting about the use of ethnomethodology for cultural accounting research. Furthermore, students have used this approach in cultural accounting research. Conclusion: through this activity, it can be concluded that there is an increase in students' understanding of the use of an ethnomethodological approach to cultural accounting research
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6

KASHIMURA, Shiro. "What is Ethnomethodology?" Journal of Japan Society for Fuzzy Theory and Systems 10, no. 1 (1998): 2–10. http://dx.doi.org/10.3156/jfuzzy.10.1_2.

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7

Satchell, Christine. "Ethnomethodology at Work." International Journal of People-Oriented Programming 1, no. 2 (July 2011): 66–67. http://dx.doi.org/10.4018/ijpop.2011070104.

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8

MacKay, Robert, and John Heritage. "Garfinkel and Ethnomethodology." Canadian Journal of Sociology / Cahiers canadiens de sociologie 12, no. 4 (1987): 409. http://dx.doi.org/10.2307/3340947.

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9

Lynch, Michael. "Ethnomethodology without Indifference." Human Studies 20, no. 3 (July 1997): 371–76. http://dx.doi.org/10.1023/a:1005373726992.

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10

Russell, Wendy. "Ethnomethodology at Play." Sport in Society 17, no. 6 (March 28, 2014): 844–48. http://dx.doi.org/10.1080/17430437.2014.898728.

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11

Psathas, George. "Ethnomethodology at Work." Contemporary Sociology: A Journal of Reviews 41, no. 4 (June 27, 2012): 519–21. http://dx.doi.org/10.1177/0094306112449614bb.

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12

Spickard, Jim, John Heritage, and Harold Garfinkel. "Garfinkel and Ethnomethodology." Sociological Analysis 48, no. 2 (1987): 188. http://dx.doi.org/10.2307/3711210.

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13

Churchill, Christian J. "Ethnomethodology at Play." Contemporary Sociology: A Journal of Reviews 44, no. 4 (June 15, 2015): 562–64. http://dx.doi.org/10.1177/0094306115588487yy.

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14

Segre, Sandro. "Ethnomethodology in Italy." Sociological Theory 22, no. 4 (December 2004): 647–61. http://dx.doi.org/10.1111/j.0735-2751.2004.00238.x.

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15

Doubt, Keith. "Garfinkel before ethnomethodology." American Sociologist 20, no. 3 (September 1989): 252–62. http://dx.doi.org/10.1007/bf02697831.

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16

Emirbayer, Mustafa, and Douglas W. Maynard. "Pragmatism and Ethnomethodology." Qualitative Sociology 34, no. 1 (November 23, 2010): 221–61. http://dx.doi.org/10.1007/s11133-010-9183-8.

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17

Stirrup, Julie, and Gareth Wiltshire. "Ethnomethodology at Play." Sport, Education and Society 19, no. 4 (October 22, 2013): 507–10. http://dx.doi.org/10.1080/13573322.2013.850768.

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18

Barnes, Barry. "Ethnomethodology as Science." Social Studies of Science 15, no. 4 (November 1985): 751–62. http://dx.doi.org/10.1177/030631285015004008.

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19

Peperkamp, Esther. "Ethnomethodology at play." Annals of Leisure Research 18, no. 1 (May 12, 2014): 168–70. http://dx.doi.org/10.1080/11745398.2014.912563.

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20

Zimmerman, Don H. "Ethnomethodology and the Human Sciences.:Ethnomethodology and the Human Sciences." Journal of Linguistic Anthropology 4, no. 1 (June 1994): 94–95. http://dx.doi.org/10.1525/jlin.1994.4.1.94.

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21

Aroles, Jeremy. "Book Review: Ethnomethodology at Work (Directions in Ethnomethodology and Conversation Analysis)." Sociological Research Online 18, no. 1 (February 2013): 244–45. http://dx.doi.org/10.1177/136078041301800101.

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22

Winship, Christopher, and Christopher Muller. "Ethnomethodology and Consequences: Comment on Emirbayer and Maynard’s “Pragmatism and Ethnomethodology”." Qualitative Sociology 34, no. 1 (November 11, 2010): 283–86. http://dx.doi.org/10.1007/s11133-010-9179-4.

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23

Dennis, Alex. "Symbolic Interactionism and Ethnomethodology." Symbolic Interaction 34, no. 3 (August 2011): 349–56. http://dx.doi.org/10.1525/si.2011.34.3.349.

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24

Mehan, Hugh, and Eric Livingston. "Making Sense of Ethnomethodology." Contemporary Sociology 19, no. 3 (May 1990): 484. http://dx.doi.org/10.2307/2072530.

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25

Dennis, Alex. "Skepticist Philosophy as Ethnomethodology." Philosophy of the Social Sciences 33, no. 2 (June 2003): 151–73. http://dx.doi.org/10.1177/0048393103033002001.

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26

Arminen, Ilkka. "Scientific and “Radical” Ethnomethodology." Philosophy of the Social Sciences 38, no. 2 (June 2008): 167–91. http://dx.doi.org/10.1177/0048393108315508.

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27

de Montigny, Gerald. "Ethnomethodology for Social Work." Qualitative Social Work: Research and Practice 6, no. 1 (March 2007): 95–120. http://dx.doi.org/10.1177/1473325007074168.

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28

McHoul, Alec. "Towards a Critical Ethnomethodology." Theory, Culture & Society 11, no. 4 (November 1994): 105–26. http://dx.doi.org/10.1177/026327694011004004.

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29

Have, Paul Ten. "Medical ethnomethodology: An overview." Human Studies 18, no. 2-3 (July 1995): 245–61. http://dx.doi.org/10.1007/bf01323212.

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30

Atkinson, Paul. "Ethnomethodology: A Critical Review." Annual Review of Sociology 14, no. 1 (August 1988): 441–65. http://dx.doi.org/10.1146/annurev.so.14.080188.002301.

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31

Maynard, Douglas W., and Steven E. Clayman. "The Diversity of Ethnomethodology." Annual Review of Sociology 17, no. 1 (August 1991): 385–418. http://dx.doi.org/10.1146/annurev.so.17.080191.002125.

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32

Bilmes, Jack. "Ethnomethodology, culture, and implicature." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 3, no. 4 (December 1, 1993): 387–409. http://dx.doi.org/10.1075/prag.3.4.02bil.

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33

Carlin, Andrew P. "Respecifications for Teaching Ethnomethodology." Symbolic Interaction 37, no. 2 (January 20, 2014): 321–23. http://dx.doi.org/10.1002/symb.89.

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34

Emerson, Robert M., and James A. Holstein. "Melvin Pollner and Ethnomethodology." American Sociologist 43, no. 1 (September 22, 2011): 1–6. http://dx.doi.org/10.1007/s12108-011-9143-0.

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35

MORI, Suguru, Kunio FUNAHASHI, Takeshi SUZUKI, and Michihiro KITA. "A STUDY ON METHODOLOGY OF ETHNOMETHODOLOGY : Ethnomethodology in housing environment design 1." Journal of Architecture and Planning (Transactions of AIJ) 66, no. 540 (2001): 181–87. http://dx.doi.org/10.3130/aija.66.181_1.

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36

Zellermayer, Michal. "ETHNOMETHODOLOGY.Alain Coulon. Translated from French by Jacqueline Coulon and Jack Katz. Thousand Oaks, CA: Sage, 1995. Pp. 82. $9.50 paper, $21.50 cloth." Studies in Second Language Acquisition 19, no. 3 (September 1997): 412–13. http://dx.doi.org/10.1017/s0272263197263060.

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Ethnomethodology is a qualitative research methodology developed as an alternative possibility for social scientists investigating the different ways in which reality is socially constructed. For theorists and researchers of language acquisition and language use in educational settings, ethnomethodology makes it possible to examine social discourse and participation structures in and out of school that are tied to success or failure in language learning. As Gumperz explains, with the help of ethnomethodology we study how knowledge is acquired, what role differences in home and ethnic background play in the acquisition process, and how the acquisition process interacts with evaluational progress and the child's motivation to learn.
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37

ten Have, Paul. "Paul L. Jalbert (ed.), Media studies: Ethnomethodological approaches. Lanham, NY, and Oxford: University Press of America and International Institute for Ethnomethodology and Conversation Analysis, 1999. Pp. xvii, 284 [Studies in Ethnomethodology and Conversation Analysis, 5]. Hb 57.00." Language in Society 30, no. 2 (April 2001): 295–98. http://dx.doi.org/10.1017/s0047404501302051.

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This volume contains nine chapters offering ethnomethodological contributions to media studies. As such, it can be read as a demonstration of what ethnomethodology can contribute to this field. This raises two questions: First, what is it that ethnomethodology has to offer? And second, how well does the volume succeed in this demonstration?
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38

Zainal, Afdhal, and Darmawansyah. "KONSEP TEORI ETNOMETHODOLOGI DALAM PENDIDIKAN ISLAM: SEJARAH MUNCULNYA TEORI ETNOMETHODOLOG, KONSEP DASAR, TOKOH-TOKOH DAN IMPLEMENTASI TEORI DALAM PENDIDIKAN ISLAM." Musawa: Journal for Gender Studies 13, no. 2 (December 31, 2021): 268–92. http://dx.doi.org/10.24239/msw.v13i2.872.

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Ethnomethodology is the study of everyday practices carried out by members of society in everyday life. Actors are seen to do their everyday life through various kinds of ingenious practices. Ethnomethodology develops in various ways. The two main types are institutional studies and conversational analysis. Ethnomethodology has a different perspective from structural and interactionist theories in viewing social reality. As explained above, structural theory sees the most significant picture of human social life in the external forces that compel the individual. Therefore, to understand social behavior, an understanding of structural determination in human life must be developed. Meanwhile, for interactionists, actors (individuals) are viewed as priority objects. So, this theory builds a comprehension by first understanding individual social actions.
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39

Korbut, Andrei. "The Lost Tribe of Ethnomethodology." Sotsiologicheskoe Obozrenie / Russian Sociological Review 15, no. 3 (2016): 223–33. http://dx.doi.org/10.17323/1728-192x-2016-3-223-233.

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40

Hilbert, Richard A., and Graham Button. "Ethnomethodology and the Human Sciences." Contemporary Sociology 22, no. 2 (March 1993): 265. http://dx.doi.org/10.2307/2075800.

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41

McHoul, Alec. "How can Ethnomethodology be Heideggerian?" Human Studies 21, no. 1 (January 1998): 13–26. http://dx.doi.org/10.1023/a:1005328500762.

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42

Hama, Hideo. "Ethnomethodology and the Rashomon Problem." Human Studies 22, no. 2-4 (October 1999): 183–92. http://dx.doi.org/10.1023/a:1005436400730.

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43

OʼBrien, Charles P. "Ethnomethodology and the Human Sciences." Journal of Nervous and Mental Disease 181, no. 1 (January 1993): 67. http://dx.doi.org/10.1097/00005053-199301000-00019.

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44

Maynard, Douglas W., and Steven E. Clayman. "Mandarin ethnomethodology or mutual interchange?" Discourse Studies 20, no. 1 (February 2018): 120–41. http://dx.doi.org/10.1177/1461445617734345.

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Contributors to the 2016 Special Issue of Discourse Studies on the ‘Epistemics of Epistemics’ (EoE) claim that studies of epistemics in interaction (how participants display orientations to their own and others’ states of knowledge) have lost the ‘radical’ character of groundbreaking work in ethnomethodology (EM) and conversation analysis (CA). We suggest that the critiques and related writings are a kind of mandarin EM, lacking an adequate definition of ‘radical’, other than to invoke brief and by now familiar statements from Garfinkel and Sacks regarding the pursuit of ‘ordinary everyday activities’ and the avoidance of ‘formal analysis’. Drawing on Egon Bittner’s work, we further suggest that the EoE group shares properties and problems common to social movements claiming the mantle of radicalism. Because of their particular focus on CA and Harvey Sacks’ early work, we also demonstrate that Sacks was not, as asserted, preoccupied with the singularity of occasions. Rather, from his earliest available work (the 1964 lectures), Sacks pursued trans-situational aspects of sequential organization, and documented these not only through single cases but also through the comparative analysis of specimen collections. We conclude by considering how EM and CA are compatible endeavors, both in their engagement with traditional research topics – or what Garfinkel called ‘asymmetric alternates’ – and in their appreciation of generic features implicated in the assembly of social actions and social worlds. This implies a relationship of mutual interchange between EM and CA.
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45

Hak, Tony. "Ethnomethodology and the institutional context." Human Studies 18, no. 2-3 (July 1995): 109–37. http://dx.doi.org/10.1007/bf01323206.

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46

de Montigny, Gerald. "Engaging ethnomethodology for social work." Journal of Social Work 20, no. 2 (September 3, 2018): 131–51. http://dx.doi.org/10.1177/1468017318795925.

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Summary How does one go about doing or engaging in ethnomethodological study of local occasions? Would such study be of value for social workers, hence would it help them to understand the everyday accomplishment of practice as social work? Harold Garfinkel, the founder of ethnomethodology, argued that the task is to start with and to be in the midst of ordinary and everyday activities. A beginning in ordinary, mundane, and everyday activities is also to be surrounded by taken-for-granted understandings, frameworks, and facts or facticities. The focus on “facticities” of everyday things directs us to attend to utterly ordinary and mundane interactions, and here there is deep congruence with social work interests and practices. Findings This paper turns to Garfinkel’s oeuvre to set out in readily understandable language the orientation and tools needed for social workers to do ethnomethodological studies. A focal question is: Just how might social workers in the midst of practice actually go about engaging in EM? Application By taking up tools from ethnomethodology, social workers can better understand and explicate the essential reflexivity of their everyday practice. As a result, EM provides a pathway for both understanding and teaching effective social work through a reflective and reflexive turn.
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47

Linstead, Stephen. "Ethnomethodology and Sociology: An Introduction." Sociological Review 54, no. 3 (August 2006): 399–404. http://dx.doi.org/10.1111/j.1467-954x.2006.00622.x.

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48

Pollner, Melvin. "The End(s) of Ethnomethodology." American Sociologist 43, no. 1 (November 6, 2011): 7–20. http://dx.doi.org/10.1007/s12108-011-9144-z.

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49

Pollner, Melvin. "Ethnomethodology from/as/to Business." American Sociologist 43, no. 1 (February 14, 2012): 21–35. http://dx.doi.org/10.1007/s12108-012-9152-7.

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50

Amir, Muhammad Fakhri. "ISLAMIC FINANCIAL LITERACY DAN ISLAMIC FINANCIAL BEHAVIOUR MAHASISWA (Studi Etnometodologi Terhadap Efektivitas Pembelajaran Manajemen Keuangan Islam)." IQTISHADUNA 12, no. 2 (December 19, 2021): 234–49. http://dx.doi.org/10.20414/iqtishaduna.v12i2.4326.

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This study aims to determine whether the learning process of Islamic Financial Management courses has been effective in improving students’ Islamic financial literacy and Islamic financial behaviour. This study is a qualitative research, using an ethnomethodological approach, to be more specific this study employs an Islamic ethnomethodology analysis tool, namely "amiiin". The Islamic ethnomethodology "amiiin" has several stages, they are: deed, knowledge, faith, information revelation and ihsan. Previously, the data were primary data which obtained by observation, interviews, documentation and focus group discussions. The results of this study indicate that Islamic financial management courses are effective in improving students’ Islamic financial literacy and Islamic financial behaviour. Likewise, the "amiiin" ethnomethodology analysis after studying Islamic financial management, their financial management behaviour leads to ihsan behaviour, which is to obtain blessing.
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