Amy, Ashleigh and Jace's SOC250 group tutorial presentation from 18/10/12.

1. SOC250 – Everyday Interaction
Amy Roberts; Ashleigh Morton; Jace Burgess
INSTITUTIONAL TALK

2. INSTITUTIONAL INTERACTION
 Discourse vs. discourse
 Institutional settings
 Institutional talk
 Conversation analysis

3. SUMMARY OF READING 1
Benwell, Bethan, and Elizabeth Stokoe. 2002.
“Constructing discussion tasks in university
tutorials: shifting dynamics and identities.”
Discourse Studies vol. 4, no. 4: pp. 429-453.

4. TALK IN EDUCATIONAL CONTEXTS
“Talking facilitates learning, promoting a theory of
learning and cognition that emphasizes language as
the mediator of higher mental processes (see
Piaget, 1970; Vygotsky, 1978).” (p. 429)
“Talk is therefore treated as ‘a medium for the
conveying of information, with varying degrees of
effectiveness, from a speaker to a listener’
(Maybin, 1994: 132), in a ‘transmission’ model of
learning.” (p. 430)

5. SUMMARY OF READING 2
Mayes, Patricia. 2010. “The discursive
construction of identity and power in the critical
classroom: Implications for applied critical
theories.” Discourse and Society vol. 21, no. 2: pp.
189-210.

6. POWER
“The findings suggest that applied critical theories
are often too simplistic, assuming that power can
be straightforwardly transferred from the
‘powerful’ to the ‘powerless’.” (p. 189)
“Heritage (1997) suggests that power may be
understood in terms of asymmetries that arise
through interaction in institutional settings.” (p.
194)

7. IDENTITY
“In the past … identity was seen as a fixed, stable
property of the individual psyche (Bucholtz and
Hall, 2005).” (p. 194)
“Identity is dynamic, intersubjective, constructed
moment by moment through social
interaction, and, at the same time, subject to existing
ideologies and perceived social constraints. It also
suggests that identities are best investigated by
examining how participants use language in context
(Potter and Wetherell, 1987; Widdicombe and
Wooffitt, 1995; Edley and Wetherell, 1997; Antaki and
Widdicombe, 1998; Wetherell, 1998;
Widdicombe, 1998; Coupland, 2001; Bucholtz and
Hall, 2005).” (p. 195)

8. RELATIONSHIP OF THEM
“Recent work in conversation analysis suggests
that power can be analyzed as a dynamic
construct that is realized as social identities are
constructed through interaction.” (p. 194)
“The important link between power and identity
in this framework is the emphasis on how both of
these social constructs come into play through
discursive action.” (p. 194)

9. SOC250…
Talk – a catalyst? OR Learning itself?
Asymmetrical vs. Symmetrical
Guided vs. Controlled Discussion
3 Part formulation:
Ask question
Respond to question
Evaluate response to question

10. CONNECTING THE DOTS
 Dramaturgy (wk 5)
 Frontstage and backstage
 Rudeness (wk 10)
 speech as performative
 Pragmatics

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. INSTITUTIONALIZED SETTINGS
“Community service settings that facilitate its
residents with access to education, legal, and
health services.”
I want to expand this definition to include places
of employment, churches and services such as
Centrelink.

13. BOSS VS. EMPLOYEE

14. CRAZY GUY DANCING IN CHURCH
http://www.youtube.com/watch?v=7EaI0U1_IW4

15. CENTRELINK
http://www.youtube.com/watch?v=wVzE3nQaBqw

16. PLAY TIME!!!

17. Q&A
?