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WORD PROBLEMS AND MAKE-BELIEVE: USING FRAME ANALYSIS AND ETHNOMETHODOLOGY TO EXPLORE ASPECTS OF THE CULTURE OF SCHOOLING

100%
Benincasa L.
Pedagogický časopis (Journal of Pedagogy)
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2017
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vol. 8
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issue 2
77 - 99
EN
The paper applies Goffman’s frame analysis and ethnomethodology to student performance on mathematical word problems. In educational research, frame analysis has usually been limited to primary frames. Instead, in this paper the author focuses on the kind of secondary frame that Goffman calls ‘utilitarian make-believe’. The data consist of a fragment of verbal interaction between a teacher and a 12-year-old pupil during an oral mathematics exam. Word problems introduce pupils to a make-believe world by evoking the idea of ‘as-ifness’. The text consists only of ‘filler words’ because what really matters are the figures. Word problems and possibly other aspects of schooling can be interpreted in terms of a utilitarian make-believe key. Readiness to adopt this make-believe frame when required may be the difference between school success and failure. She argues that maths achievement takes more than just ‘being good with numbers’. It is a joint enterprise of people interacting within a culturally-shaped setting, organized so as to make some phenomena stand out rather than others. Finally, the author argues that ‘word problems and possibly other ‘school genres’ could be added to the list of utilitarian make-believe frames provided by Goffman.
2
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PROMĚNY A STÁLOST GARFINKELOVY ETNOMETODOLOGIE

100%
Mlynař J.
Sociológia (Sociology)
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2018
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vol. 50
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issue 2
172 – 195
EN
Half-century of the publication of Harold Garfinkel’s Studies in Ethnomethodology (1967) is taken as an occasion for retrospective. The main question of the text is whether we can describe the development of Garfinkel’s oeuvre in terms of continuities or rather in terms of transformations. In spite of the profound changes in Garfinkel’s ethnomethodology, related especially to the ethno-methodological studies of work, its foundation has always been the deep respect to the practical/embodied knowledge of the members in its specific situated expressions, which is for ethnomethodology the central topic of sociology.
3

THE SOCIAL ACTOR AND SOCIAL REALITY. THE FORGOTTEN POTENTIAL OF SOCIO-PHENOMENOLOGY

86%
Chojnacki M.
Kultura i Społeczeństwo
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2007
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vol. 51
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issue 3
133-147
EN
Have the currently most important proponents of sociological theory adopted Alfred Schutz's thesis concerning the proximity of the views of society and of those who research it and are they in a position to construct a theory which will not conceal social reality by returning to the positivistic and functionalistic models. Since doubts exist in this respect, this paper suggests a return to the material stage of the development of the theory of social life created by the interpretation of Schutz's concept - especially the ethnomethodology inspired by it. When considering certain aspects of the history of ethnomethodology - especially its progress into conversational analysis - which are regarded as research into areas of interaction which are banal, positivistically understood, isolated and unrelated to the whole, the author finds an example of a meaning of socio-phenomenology in the 'constructivistic' theories of Melvin Pollner and Steve Woolgar which allows the various, notable actions of actors to be treated as deeds which establish and maintain the fundamental and ultimate versions of the world and which allow individual deeds to be treated as 'documents' and symptoms of the way in which the actors understand the whole social system. This concept allows for a return to the core of Schutz's proposal which was labelled by Harold Garfinkel as 'accountability'.
4

Wytwarzanie slepoty i jej organizacyjne konstruowanie w szkole podstawowej.

72%
Gobo G.
Przegląd Socjologii Jakościowej
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2009
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vol. 5
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issue 2
118-134
EN
This article is based on a case study conducted in an Italian primary school where the interactions between a sightless girl (named Jasmine, aged 8) and her classmates were extensively observed. The initial aim was to understand and describe the problems encountered by the sightless pupil, who acted in a social, organizational and physical environment which was not designed for handicapped people. However, other theoretical issues emerged during the research. The main finding was that sightlessness seems socially and organizationally constructed before it becomes a biological/physical handicap. The organizational processes through which the blindness is slowly and routinely constructed were extensively described.
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