Content Orientation as Constitutive of Sequential Changes in Interaction
2008 (English)Conference paper (Refereed)
In recent research, successful attempts have been made of working empirically with questions of learning within a conversation analytic framework, for example through analyses of how development can be understood in terms of changes in interaction patterns. These studies convincingly demonstrate ways of describing and analysing the how of learning. However, learning is not only about how we learn. We simultaneously need to address the question of content – of what is learned – and we need to do so in ways that take into account the inextricable intertwinedness of how and what.Through the detailed analyses of video recordings from an upper secondary aviation academy and an elementary school, we explore how a content of learning can be understood as constituted in and constitutive of interaction in situated activities. As point of departure we take the participants’ orientations towards content; how a content of learning is established and upheld in interaction, and how the orientations towards this content changes over time. We argue that the constant revision of content as the participants orient to it in changing ways, are changes that can be understood as learning.
Place, publisher, year, edition, pages
Learning; Interaction; Content; Conversation Analysis
Research subject Education
IdentifiersURN: urn:nbn:se:uu:diva-87954OAI: oai:DiVA.org:uu-87954DiVA: diva2:133984
NERA's 36th Congress Copenhagen (Nordic Educational Research Association)