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SOC250 – Everyday InteractionAmy Roberts; Ashleigh Morton; Jace BurgessINSTITUTIONAL TALK
INSTITUTIONAL INTERACTION       Discourse vs. discourse       Institutional settings       Institutional talk       Co...
SUMMARY OF READING 1Benwell, Bethan, and Elizabeth Stokoe. 2002.“Constructing discussion tasks in universitytutorials: shi...
TALK IN EDUCATIONAL CONTEXTS“Talking facilitates learning, promoting a theory oflearning and cognition that emphasizes lan...
SUMMARY OF READING 2Mayes,     Patricia.   2010.    “The      discursiveconstruction of identity and power in the critical...
POWER“The findings suggest that applied critical theoriesare often too simplistic, assuming that power canbe straightforwa...
IDENTITY“In the past … identity was seen as a fixed, stableproperty of the individual psyche (Bucholtz andHall, 2005).” (p...
RELATIONSHIP OF THEM“Recent work in conversation analysis suggeststhat power can be analyzed as a dynamicconstruct that is...
SOC250…Talk – a catalyst? OR Learning itself?Asymmetrical vs. SymmetricalGuided vs. Controlled Discussion3 Part formulatio...
CONNECTING THE DOTS Dramaturgy (wk 5)   Frontstage and backstage Rudeness (wk 10)   speech as performative   Pragmatics
CONNECTING THE DOTS Accomplishing sociocultural identity in talk (wk 8)   Discourse markers The social and moral order ...
INSTITUTIONALIZED SETTINGS“Community service settings that facilitate itsresidents with access to education, legal, andhea...
BOSS VS. EMPLOYEE
CRAZY GUY DANCING IN CHURCHhttp://www.youtube.com/watch?v=7EaI0U1_IW4
CENTRELINKhttp://www.youtube.com/watch?v=wVzE3nQaBqw
PLAY TIME!!!
Q&A ?
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Talk in Institutionalised Settings.

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Amy, Ashleigh and Jace's tutorial presentation, 18/10/12.

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Talk in Institutionalised Settings.

  1. 1. SOC250 – Everyday InteractionAmy Roberts; Ashleigh Morton; Jace BurgessINSTITUTIONAL TALK
  2. 2. INSTITUTIONAL INTERACTION  Discourse vs. discourse  Institutional settings  Institutional talk  Conversation analysis
  3. 3. SUMMARY OF READING 1Benwell, Bethan, and Elizabeth Stokoe. 2002.“Constructing discussion tasks in universitytutorials: shifting dynamics and identities.”Discourse Studies vol. 4, no. 4: pp. 429-453.
  4. 4. TALK IN EDUCATIONAL CONTEXTS“Talking facilitates learning, promoting a theory oflearning and cognition that emphasizes language asthe mediator of higher mental processes (seePiaget, 1970; Vygotsky, 1978).” (p. 429)“Talk is therefore treated as ‘a medium for theconveying of information, with varying degrees ofeffectiveness, from a speaker to a listener’(Maybin, 1994: 132), in a ‘transmission’ model oflearning.” (p. 430)
  5. 5. SUMMARY OF READING 2Mayes, Patricia. 2010. “The discursiveconstruction of identity and power in the criticalclassroom: Implications for applied criticaltheories.” Discourse and Society vol. 21, no. 2: pp.189-210.
  6. 6. POWER“The findings suggest that applied critical theoriesare often too simplistic, assuming that power canbe straightforwardly transferred from the‘powerful’ to the ‘powerless’.” (p. 189)“Heritage (1997) suggests that power may beunderstood in terms of asymmetries that arisethrough interaction in institutional settings.” (p.194)
  7. 7. IDENTITY“In the past … identity was seen as a fixed, stableproperty of the individual psyche (Bucholtz andHall, 2005).” (p. 194)“Identity is dynamic, intersubjective, constructedmoment by moment through socialinteraction, and, at the same time, subject to existingideologies and perceived social constraints. It alsosuggests that identities are best investigated byexamining how participants use language in context(Potter and Wetherell, 1987; Widdicombe andWooffitt, 1995; Edley and Wetherell, 1997; Antaki andWiddicombe, 1998; Wetherell, 1998;Widdicombe, 1998; Coupland, 2001; Bucholtz andHall, 2005).” (p. 195)
  8. 8. RELATIONSHIP OF THEM“Recent work in conversation analysis suggeststhat power can be analyzed as a dynamicconstruct that is realized as social identities areconstructed through interaction.” (p. 194)“The important link between power and identityin this framework is the emphasis on how both ofthese social constructs come into play throughdiscursive action.” (p. 194)
  9. 9. SOC250…Talk – a catalyst? OR Learning itself?Asymmetrical vs. SymmetricalGuided vs. Controlled Discussion3 Part formulation: Ask question Respond to question Evaluate response to question
  10. 10. CONNECTING THE DOTS Dramaturgy (wk 5)  Frontstage and backstage Rudeness (wk 10)  speech as performative  Pragmatics
  11. 11. CONNECTING THE DOTS Accomplishing sociocultural identity in talk (wk 8)  Discourse markers The social and moral order in talk (wk 7)  Telling the code Ethnomethodology (wk 6)
  12. 12. INSTITUTIONALIZED SETTINGS“Community service settings that facilitate itsresidents with access to education, legal, andhealth services.”I want to expand this definition to include placesof employment, churches and services such asCentrelink.
  13. 13. BOSS VS. EMPLOYEE
  14. 14. CRAZY GUY DANCING IN CHURCHhttp://www.youtube.com/watch?v=7EaI0U1_IW4
  15. 15. CENTRELINKhttp://www.youtube.com/watch?v=wVzE3nQaBqw
  16. 16. PLAY TIME!!!
  17. 17. Q&A ?

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