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Content Orientation as Constitutive of Sequential Changes in Interaction
Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Social Sciences, Department of Education. (ELSIE)
Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Social Sciences, Department of Education. (ELSIE)
2008 (English)Conference paper, Published paper (Refereed)
Abstract [en]

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
2008.
Keyword [en]
Learning; Interaction; Content; Conversation Analysis
National Category
Pedagogy
Research subject
Education
Identifiers
URN: urn:nbn:se:uu:diva-87954OAI: oai:DiVA.org:uu-87954DiVA: diva2:133984
Note
NERA's 36th Congress Copenhagen (Nordic Educational Research Association) Available from: 2009-01-16 Created: 2009-01-16 Last updated: 2009-03-02Bibliographically approved

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Citation style
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