. Teaching equals indoctrination: The dominant epistemic practices of our schools. British Journal of Educational Studies: Vol. 32, No. 3, pp. 220-238.

Drawing on Dutch mortgage orientation consultations, the present study uncovers how mortgage advisors communicate information packages to laypersons. These information packages are jointly constructed by advisors and customers as a distinct activity within a professional advisory setting. We name this activity ‘explicative telling’. Through a systematic analysis of 57 of such explicative tellings we will demonstrate that this explicative telling activity consists of doing preliminary work; a body in which general, official information about a specific mortgage topic is given and (...) information is applied to the customer’s situation; and closing sequences. Essential to the explicative telling activity is the recipient orientation of mortgage information, and also the advisors’ display of accountability for providing eligible information. This is supported by the irreversibility of the preliminary phase and by the presence of news deliverer upshot formulations during the body of the telling. (shrink)

This article charts the ways in which students negotiate an academic identity whilst pursuing academic tasks that are publicly observable precisely as ‘academic tasks’ to their peers. Previous research into aspects of student interaction that take place within university tutorial sessions has suggested that different kinds of student identity come into conflict as students interact, face-to-face. Most notably, the imperative of ‘doing education’ — as a keen proto-academic seeking a good final degree classification — is often overridden by the imperative (...) of ‘doing being a student’ — as an average and/or indifferent student who does not stand out. In this article, however, it is not the university tutorial but a slightly different and hitherto unexplored site of interaction that is foregrounded: the university library textbook. As with tutorials, the margins of library textbooks are spaces within which individually accomplished research becomes publicly observable — in the former as group work, and in the latter as student marginalia. Drawing on discourse analytic concepts such as ‘footing’ and ‘stake’ this article seeks to understand what student marginalia can tell us about the ways in which the tension between ‘doing education’ and ‘doing being a student’ is managed and negotiated in sites other than the university tutorial. (shrink)

This article explores the properties of formulations in a corpus of Hebrew radio phone-ins by juxtaposing two theoretical frameworks: conversation analysis and dialogic syntax. This combination of frameworks is applied towards explaining an anomalous interaction in the collection – a caller’s marked, unexpected rejection of a formulation of gist produced by the radio phone-in’s host. Our analysis shows that whereas previous CA studies of formulations account for many instances throughout the corpus, understanding this particular formulation in CA terms does not (...) explain its drastic rejection by the caller. We therefore turn to an in-depth examination of strategies for lexical and syntactic resonance as a stance-taking device throughout the interaction. In so doing, we not only shed light on the anomalous interaction, but also offer an answer to a provocative question previously put forward by Haddington concerning which of the two – stances or actions – have more meaningful consequences for the description of the organization of interaction. In the particular interaction analyzed here, stances play the more significant role. We propose that the intersubjective stance-taking of participants may be viewed as a meta-action employed among participants as they move across actions, sequences, and activities in talk. (shrink)

Previous studies seldom touch on aspects of psychotherapeutic encounters between therapists and clients with particular disorders. Little attention has been paid to the sequence organization of psychotherapeutic interaction between therapists and clients with depression in Chinese medical settings. By adopting conversation analysis, we investigated the specifics of psychotherapeutic encounters, specifically, the transformative sequences of psychotherapeutic interaction between therapists and Chinese adolescents with depression. We identified the fourth aspect of clients’ experience transformed in the Chinese psychotherapeutic interaction with adolescents with depression: (...) cognition, and described how the sequential organization of therapists’ actions facilitates the momentary transformation of clients’ experience in the psychotherapeutic processes. This study not only adds to the conversation analytic study on the transformative sequences in psychotherapeutic interaction but also sheds some light on the study of how therapists transform clients’ experience in Chinese psychotherapeutic interaction. (shrink)

This paper analyzes the role of question reformulations in the 2004 US presidential debates. While formulations used for questioning have received quite some attention in the literature, no studies, to my knowledge, with the exception of Clayman, have been concerned with question reformulations, that is, formulations given in response to questions. In contrast to Clayman who examined the ‘directness/evasiveness’ of a reformulation as a collaborative achievement involving a question-answer-pursuit sequence, this paper analyzes it as a collaborative achievement involving a question-answer-answer (...) sequence. The analysis shows that the reformulations in the 2004 US presidential debates involve a device for adjusting the question and the subsequent answer to the candidate’s audience. Thus, the relative ‘directness/evasiveness’ of a candidate’s answer depends on which of the ‘three’ perspectives presented by the question-answer-answer sequence that the overhearing audience is most willing to adopt. (shrink)

Therapeutic alliance is a central concept in psychotherapeutic work. The relationship between the therapist and the patient plays an important role in the therapeutic process and outcome. In this article, we investigate how therapists work with disaffiliation resulting from enduring disagreement while maintaining an orientation to the psychotherapeutic project at hand. Data come from a total of 18 sessions of two dyads undergoing psychoanalytic psychotherapy and is analyzed with conversation analysis. We found that collaborative moves deployed amidst enduring disagreement can (...) assist the therapist in furthering the disagreement as part of the ongoing psychotherapeutic project. Relying on their collaborative format, therapists utilize collaborative moves to temporarily mend the disaffiliation without necessarily changing their position and re-affiliating with the patient. We show how the relation between the therapist and the patient gets transformed in the moment-by-moment work accomplished in the psychotherapeutic talk. (shrink)

Medical records are documents of tremendous social importance. They have been the subject of much medical and sociological research, in particular regarding validity, accessibility and readability. This paper uses Conversation Analysis to add an aspect to the understanding of medical records that has been missing so far, namely how medical records are produced as interactional accomplishments; specifically, how hospital staff members during meetings conversationally negotiate and reach conclusions, treatment recommendations, and other types of consequential decisions. The process involves four steps: (...) assessing patients, interpreting implications, drawing conclusions, and dictating conclusions on tape. The key finding is that participants throughout the process orient towards a need for consensus, whilst at the same time acknowledging the doctors’ interactional leading roles. This insight can enhance our understanding of medical records in hospital settings as constructed and negotiated realities. (shrink)

Much has been written on the respondent’s perspective but fewer studies have recognized that “perspectives other than those drawn from the discipline come into play for the interviewer” (Warren in Handbook of interview research, Sage, Thousand Oaks, CA, 2002: 84). In the article we show that the interviewer uses different strategies of identity management and different standpoints as resources to accomplish and account for one of the main interviewer’s duties, namely to achieve an “understanding of the world from the subjects’ (...) points of view” (Kvale in Interviews: An introduction to qualitative research interviewing, Sage, Thousand Oaks, CA, 1996: 1). We examine instances in which the interviewer displays a “neutral” posture, showing adherence to her institutional identity, and instances in which she positions herself as an “embodied subject,” disclosing her personal involvement, stepping out of the role and displaying an identity and a standpoint in common with that of the interviewee. We show how such strategies of identity management (1) prompt either identification or divergence of viewpoints between the interviewer and the interviewees; (2) affect the degree of intimacy among participants and spontaneity in conversation. By means of these two strategies, we discuss, the interviewer accomplishes and accounts for her professional ability to understand the interviewees’ standpoints. In particular such strategies are two ways of accounting for an ethical relationship with the interviewees, which, respectively, emphasize either the impartiality or the reciprocity in understanding. Our purpose is not to suggest that one strategy is to be preferred on the other, but, rather, to illustrate how both the “neutral” and the “embodied” posture are situated practices through which the interviewer attempts to preserve the respondents’ viewpoint on the narrated events. (shrink)