Readings WEDNESDAY Aug 7

• ASSIGNMENT: The reflections should 1) demonstrate that you have critically read the assigned readings; 2) raise questions that you would like us to discuss in class; 3) provide any update on your final paper focus.
  
  
  
  
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  Stokoe, E., Hepburn, A. & Antaki, C. (2012). Beware the ‘Loughborough School’ of social psychology? Interaction and the politics of intervention. British Journal of Social Psychology 51, 486-496. 

  
  

  Attenborough, F. & Stokoe, E. (2012). Student life, student identity, student experience: Ethnomethodological methods for pedagogical matters. Psychology Learning & Teaching 11 (1), 6-21. 
  
  
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       These articles provided a great wrap up for the semester. Each article contained a description of DP/CA research and its potential application to help people. Stokoe, et. al. included summaries of work on neighbor mediation and using CARM (Conversation Analytic Role-play Method) to train mediation hotline workers,  Child Protection hotline and discursive crying, and whether staff members were actually providing choices to adults with disabilities in a residency setting.
  
  
       The point of the article was to show critics of DP/CA that the authors selected research topics and settings that were "relevant to emancipatory projects"  and the agencies they worked with were "socially responsible" (Stokoe, et. al., 2012, p. 495). Because DP/CA focuses on the interaction between participants, these research studies were not one-sided, but included both clients and providers of service. 
  
  
       Attenborough and Stokoe's work was on "doing-being-a-student-amonst-other-students" (Attenborough & Stokoe, 2012, p. 6) in the hopes that higher education teachers and administrators would understand when students resisted tasks or did not display their knowledge in front of other students. The authors used a wide range of data sources to look for the construction of "doing-being-a-student-amonst-other-students"and showing the big picture of how this talk is constructed and functions. They argued that ethnomethodology/DP/CA is the best way to find out how this actually happens instead of more traditional qualitative interviews which ask students about the student experience.
  
  
       What I enjoyed about both pieces was that the argument for DP/CA was not aggressive or over-the-top. The authors of both articles explain the strengths of DP/CA and argue against critics. I also really enjoy the doing-being-x statements. This makes sense to me as I often find myself in contradictory roles- at different times I am doing-being-student, doing-being-supervisor, doing-being-wife, or doing-being-festie (someone who goes to music festivals). I also like the phrase from Attenborough and Stokoe's (2012) article, "The question... is...answered at one remove from the...thing itself" (p. 16). This makes me think of the 6 degrees of Kevin Bacon game, but with the interpretive gap. 
      (Side note: I have a Bacon number of 4. I appeared in a home movie with my cousin, Ben Pace, Bacon number of 3).