Interactional Ethnography: An Approach to Studying the Social Construction of Literate Practices

Castanheira, Maria Lucia; Crawford, Teresa; Dixon, Carol N.; Green, Judith

doi:10.1016/s0898-5898(00)00032-2

Cited by 183 publications

(126 citation statements)

References 17 publications

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“…Our meta- 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 The first study was a case study of a comprehensive secondary school in the north of England, and focussed on the interactions between the students and teachers in Citizenship Education. In terms of its conceptual framework, the study was placed within the interactionist ethnography paradigm (Castanheira et al, 2001). Its principal aim was to study 'the school community's engagement with educational practices, policies and the curriculum of citizenship education operating within a discourse of performativity (Ball, 2003).…”

Section: The Two Studiesmentioning

confidence: 99%

A meta-ethnography of two studies on interactions in schools: reflections on the process of translation

Kakos

Fritzsche

2016

Ethnography and Education

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This paper reflects upon our experience gained from engagement in a meta-ethnography of two studies on interactions between teachers and students in schools situated in England and Germany. Starting with a short overview of Noblit and Hare's (1998) conceptualisation of the method, the paper outlines the meta-ethnography we undertook especially focussing on the process of translation. We present the findings of our study which show teachers' understanding of the pastoral aspect of their role as incompatible with demands related to their performance and to those associated with their institutional responsibilities. We show

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Section: The Two Studiesmentioning

confidence: 99%

A meta-ethnography of two studies on interactions in schools: reflections on the process of translation

Kakos

Fritzsche

2016

Ethnography and Education

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“…Engaging in a study from such an approach means taking a holistic and reflective perspective, seeking part-whole relations. Therefore, the purpose of this work is to make a thick description (GEERTZ, 1989) in search of the senses produced by the social group investigated (GREEN; DIXON; ZAHARLICK, 2005;CASTANHEIRA, 2004;CASTANHEIRA et al, 2001); it is to understand the senses and meanings constructed by these subjects concerning the influence of schooling on their mental developmental processes and also understand the social world in which such meanings are possible.…”

Section: The Research's Context Of Productionmentioning

confidence: 99%

Aprendizagem e desenvolvimento de jovens e adultos: novas práticas sociais, novos sentidos

Vargas

Gomes

2013

Educ. Pesqui.

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This article discusses the influence of the schooling process in the mental and cultural development of students in education for young people and adults (EJA) based on questions constructed during a master's research titled Education for young people and adults: new reading practices for constructing new identities. The empirical study is situated in the accounts of the life stories and reading practices of students in a beginning class of literacy learning for young people and adults of Belo Horizonte municipal public system. These reports enabled them to build their discourses about their ways of being in the world and their social practices, now from the perspective of subjects included in the universe of written language. Moreover, they prompted some questions: What are the senses that young people and adults with little or no schooling build when they participate in the literacy process in school? Does the teaching of scientific and school concepts trigger mental and cultural developmental processes in young and adult illiterates? In order to try to answer such questions, we established a dialogue between the contributions of the cultural-historical psychology of Lev S. Vygotsky, the process of literacy and awareness of Paulo Freire and interactional ethnography. The analysis of aspects of mental and cultural development of one of the students -aspects gestated socially and discursively within and outside the school through the mediation of social and educational practices experienced in his educational process -reveals that the teaching of scientific and school knowledge allowed that student to have new social practices at work, at church and in the family, giving a new meaning to his condition of being in the world. KeywordsLearning -Development -Education for young people and adults.

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“…The segmentation of discourse is a quite important methodological step since analysts of discourse in science classrooms usually deal with a considerable amount of data (e.g. video and audio recordings of classrooms interactions, filed notes, interviews, and so on), especially in ethnographic oriented studies (e.g., Castanheira, Crawford, Dixon & Green 2001).…”

Section: Introductionmentioning

confidence: 99%

An Activity Theory-Based Analytic Framework for the Study of Discourse in Science Classrooms

Vieira

Kelly

Nascimento

2012

Ens. Pesqui. Educ. Ciênc. (Belo Horizonte)

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In this paper we introduce a new framework and methodology to analyze science classroom discourse and apply it to a university physics education course. Two fields of inquiry were adapted to develop the framework: activity theory and linguistics. From activity theory we applied levels of analysis (activity, actions, and operations) to organize and structure the discourse analysis. From the field of linguistics we used resources from sociolinguistics and textual linguistics to perform analysis at the action and operation levels. Sociolinguistics gave us criteria to introduce contextualization cues into analysis in order to consider ways that participants segmented their classroom conversations. Textual linguistics provided a basis for categories of language organization (e.g, argumentation, explanation, narration, description, injunction, and dialogue). From this analysis, we propose an examination of a teacher's discourse moves, which we labeled Discursive Didactic Procedures (DDPs). Thus, the framework provides a means to situate these DDPs in different types of language organization, examine the roles such DDPs play in events, and consider the relevant didactic goals accomplished. We applied this framework to analyze the emergence and development of an argumentative situation and investigate its specific DDPs and their roles. Finally, we explore possible contributions of the framework to science education research and consider some of its limitations.

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Interactional Ethnography: An Approach to Studying the Social Construction of Literate Practices

Cited by 183 publications

References 17 publications

A meta-ethnography of two studies on interactions in schools: reflections on the process of translation

A meta-ethnography of two studies on interactions in schools: reflections on the process of translation

Aprendizagem e desenvolvimento de jovens e adultos: novas práticas sociais, novos sentidos

An Activity Theory-Based Analytic Framework for the Study of Discourse in Science Classrooms

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