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Erschienen in: Cultural Studies of Science Education 1/2009

01.03.2009 | Editorial

Specifying the ethnomethodological “what more?”

verfasst von: Wolff-Michael Roth

Erschienen in: Cultural Studies of Science Education | Ausgabe 1/2009

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Excerpt

Although there exists an impressive array of research methods in science education, all of this research is such that it specifies methods, which, in and through this specification, are made to be something special, something that human beings do not normally employ. There is also a question about how to deal with difference, a question that is sharpened when investigated from the perspective of ethnomethodology. In this editorial, I reflect on both issues, beginning with fictional reflection on difference constructed on the model of Fyodor Dostoevsky’s internal monologue1 and then present the case of ethnomethodology as (radically) asymmetrically alternate, incommensurably different method. …

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Fußnoten
1
This internal monologue is fictional. Internal monologues can be fundamentally dialogical, as Bakhtin (1984) shows in the analysis of much of Dostoevsky’s oeuvre; and dialogues can be entirely monological. Bakhtin supports his analysis by showing how an internal monologue can be represented as a conversation between the protagonist and his own voice reflected through the perspectives of others. I used the reverse procedure, writing a dialogue first and then transposing it into an internal monologue. In parts of this editorial, the literary ‘I’ and the author in the text are blended, but both are, following Bakhtin, literary figures and therefore different from the author in his everyday life. This is also and especially the case even for autobiographies (see, e.g., Bakhtin and Medvedev 1978).
 
2
See Roth et al. (2008).
 
3
See Roth (2008).
 
4
See Garfinkel (1996).
 
5
See Garfinkel and Sacks (1986, p. 172).
 
Literatur
Zurück zum Zitat Bakhtin, M. (1984). Problems in Dostoevsky’s poetics. Minneapolis: University of Minnesota Press. Bakhtin, M. (1984). Problems in Dostoevsky’s poetics. Minneapolis: University of Minnesota Press.
Zurück zum Zitat Bakhtin, M. M., & Medvedev, P. N. (1978). The formal method in literary scholarship: A critical introduction to sociological poetics. Baltimore: Johns Hopkins University Press. Bakhtin, M. M., & Medvedev, P. N. (1978). The formal method in literary scholarship: A critical introduction to sociological poetics. Baltimore: Johns Hopkins University Press.
Zurück zum Zitat Duit, R., Roth, W.-M., Komorek, M., & Wilbers, J. (2001). Fostering conceptual change by analogies: Between Scylla and Charybdis. Learning and Instruction, 11, 283–303.CrossRef Duit, R., Roth, W.-M., Komorek, M., & Wilbers, J. (2001). Fostering conceptual change by analogies: Between Scylla and Charybdis. Learning and Instruction, 11, 283–303.CrossRef
Zurück zum Zitat Garfinkel, H. (1991). Respecification: evidence for locally produced naturally accountable phenomena of order*, logic, reason, meaning, method, etc. in an as of the essential haecceity of immortal ordinary society, (I)—an announcement of studies. In G. Button (Ed.), Ethnomethodology and the human sciences (pp. 10–19). Cambridge: Cambridge University Press. Garfinkel, H. (1991). Respecification: evidence for locally produced naturally accountable phenomena of order*, logic, reason, meaning, method, etc. in an as of the essential haecceity of immortal ordinary society, (I)—an announcement of studies. In G. Button (Ed.), Ethnomethodology and the human sciences (pp. 10–19). Cambridge: Cambridge University Press.
Zurück zum Zitat Garfinkel, H. (1996). Ethnomethodology’s program. Social Psychology Quarterly, 59, 5–21.CrossRef Garfinkel, H. (1996). Ethnomethodology’s program. Social Psychology Quarterly, 59, 5–21.CrossRef
Zurück zum Zitat Garfinkel, H., & Sacks, H. (1986). On formal structures of practical action. In H. Garfinkel (Ed.), Ethnomethodological studies of work (pp. 160–193). London: Routledge & Kegan Paul. Garfinkel, H., & Sacks, H. (1986). On formal structures of practical action. In H. Garfinkel (Ed.), Ethnomethodological studies of work (pp. 160–193). London: Routledge & Kegan Paul.
Zurück zum Zitat Roth, W.-M. (2008). A question of competing paradigms? Cultural Studies of Science Education, 3, 373–385.CrossRef Roth, W.-M. (2008). A question of competing paradigms? Cultural Studies of Science Education, 3, 373–385.CrossRef
Zurück zum Zitat Roth, W.-M., Lee, Y. J., & Hwang, S.-W. (2008). Culturing conceptions: From first principles. Cultural Studies of Science Education, 3, 231–261.CrossRef Roth, W.-M., Lee, Y. J., & Hwang, S.-W. (2008). Culturing conceptions: From first principles. Cultural Studies of Science Education, 3, 231–261.CrossRef
Metadaten
Titel
Specifying the ethnomethodological “what more?”
verfasst von
Wolff-Michael Roth
Publikationsdatum
01.03.2009
Verlag
Springer Netherlands
Erschienen in
Cultural Studies of Science Education / Ausgabe 1/2009
Print ISSN: 1871-1502
Elektronische ISSN: 1871-1510
DOI
https://doi.org/10.1007/s11422-009-9173-x

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