Positioning updates as relevant

Searles, Darcey K.

doi:10.1558/rcsi.37286

Cited by 11 publications

(3 citation statements)

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“…In addition, there is a wide-ranging diversity of social activities in which participants mobilize time and temporality, in their diverse aspects and multiple scales of magnitude, as a conversational topic (Button, 1990; Raymond and White, 2017) and treat them as relevant for locally accomplishing social action. Researchers studying participants’ orientation to time have examined the interactional organization of instructing on an embodied action to be performed immediately (Mondada, 2017), updating on recent events (Beach, 2001; Clark and Rendle-Short, 2016; Searles, 2019), bringing a conversation to an end (Schegloff and Sacks, 1973), postponing an institutional procedure to a future interaction (Mondada et al, 2015), treating an encounter at hand as a “conversation-in-a-series” (Button, 1991), or using reference to age as a resource for categorizing self and others (Monteiro, 2017; Charalambidou, 2019).…”

Section: Social Organization As Temporal Organization In Healthcare S...mentioning

confidence: 99%

Time-oriented decisions in Palliative Care team meetings

Monteiro,

Brás,

Binet

2024

Discourse Studies

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In a wide diversity of workplaces time and temporality are an omnirelevant feature of the praxeological and material environment, as observable by the pervasiveness of chrono-metrical and chronological technologies and artifacts, and by workers’ orientation to matters of punctuality, productivity and other aspects of task dispatch and managerial organization. Professionals’ orientation to time takes an additional complexity in healthcare settings, given the multiple temporalities involved – biological, institutional, social – and the implications of timely professional intervention in the progression of patients’ health. In palliative care, we argue, a practical concern with time and temporality is a constitutive feature of the work of professionals and teams, visible in and built in their interactions. Furthermore, such orientation to time is related to the collective production of justifications for actions. Drawing on conversation analysis of a corpus of audio recordings, we examine how, in team meetings and interactions with other healthcare staff, palliative care professionals make sense of patients’ end of life trajectories in a situated and joint manner, grounding their proposals for action in terms of timeliness – or lack thereof – concerning patients’ current situation and prognoses on their more-or-less foreseeable unfolding, accomplishing a valid rationale for palliative intervention.

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Section: Social Organization As Temporal Organization In Healthcare S...mentioning

confidence: 99%

Time-oriented decisions in Palliative Care team meetings

Monteiro,

Brás,

Binet

2024

Discourse Studies

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“…Storytelling is a social practice employed to do different interactional actions that are more broadly called "tellings". Tellings can take the form of jokes (Sacks, 1974), news (Butler & Weatherall, 2009), reports (Jefferson, 2004a), updates (Searles, 2019), tattle tales (Danby, 1998;Theobald & Danby, 2017) and troubles telling (Jefferson, 1988). Such tellings are used to make complaints (Stokoe & Edwards, 2006), encourage appropriate expression of emotion (Cekaite & Björk-Willén, 2018), gain acceptance into peer interaction and groups (Theobald & Reynolds, 2015) or to develop social connections with others (Karlsson & Evaldsson, 2011).…”

Section: Telling and Storytelling In Conversation Analysismentioning

confidence: 99%

Making Culture Visible: Telling Small Stories in Busy Classrooms

Theobald

Busch

Mushin

et al. 2022

Storytelling Practices in Home and Educational Contexts

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Classrooms are busy institutional settings in which conversational agendas are typically ordered by teachers due to the focus on curriculum content. Opportunities for extended storytelling, outside of focussed literacy times, may occur infrequently. This chapter investigates how children engage with each other and with curriculum concepts referred to as “culture”, through telling stories. The data are video recordings of young children (aged 4–5 years) telling stories during their everyday classroom activities. The data are drawn from a study on what intercultural competence “looks like” in the everyday interactions of preschool classrooms in inner-city Queensland, Australia. An ethnomethodological approach using conversation analysis highlights three fragments where children tell something about themselves. As they tell stories about aspects of their lives outside the classroom, children make their “culture” visible to other children and co-construct a local peer culture. The implications of the study’s findings point to how classrooms can be conversational spaces where children practise and build culture in action. The children share aspects of their everyday lives that are sometimes tangentially aligned with curriculum, but always available as a resource for making cultural connections. The children themselves do not name these activities as culture, but their association to what is known about how culture is defined, shows that they are orienting to these aspects.

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“…Indeed, CA research in family interactions (e.g. Burdelski, 2019a;Butler & Edwards, 2018;Goodwin & Cekaite, 2018;Searles, 2019) has much to offer early childhood teachers in understanding children's knowledge-in-interaction.…”

Section: Research In Conversation Analysis and Early Childhood Educationmentioning

confidence: 99%

Introduction

Church

Bateman

2022

Talking With Children

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Introduction amelia church and amanda bateman Talking with ChildrenIn early childhood education and care (ECEC), the importance of extended conversations with children is emphasized through professional practice principles (i.e. what teachers should do) and in learning outcomes for children (i.e. what children should be able to do). Early childhood curricula, frameworks, or statements of learning goals for young children necessarily respond to the historical, educational, and political priorities of their communities. There is, however, a universal understanding of the primacy of talk-in-interaction as both the medium of learning and a skill for children to develop. All early childhood curricula reference the fundamental importance of talking with children.Early childhood curricula do not, however, specify how talking with children might be done. The deliberate lack of explicit directions on how to talk with children allows teachers to develop pedagogical strategies that incorporate each child's experiences, abilities, and interests, forming a continuum of learning from their home and community environments. The flexibility and responsivity of curriculum frameworks for early childhood education -frameworks developed and evaluated through national education and care policy -enables teachers to create individualized learning for the children and families they work with. The fact that early childhood curricula are not prescriptive aligns with a sociocultural approach to education where programmes can adapt and respond to the needs of local communities. It does mean, however, that the practices to implement national curricula and enable learning outcomes are less visible to teachers; this illusiveness can be problematic, as learning outcomes for children are specified in ECEC curricula. Teachers know where they are going (i.e. learning goals) and why (i.e. professional knowledge, beliefs, and theory), but they are not always sure how to initiate, navigate, and extend conversations with children throughout this journey.Research reveals the extraordinary range of skills required for engaging in learning interactions with infants, toddlers, and young children in everyday moments. Studies in pedagogy demonstrate the demands on early

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Positioning updates as relevant

Cited by 11 publications

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Time-oriented decisions in Palliative Care team meetings

Time-oriented decisions in Palliative Care team meetings

Making Culture Visible: Telling Small Stories in Busy Classrooms

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