By Hugh Mehan
ISBN-10: 0674520157
ISBN-13: 9780674520158
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Additional resources for Learning Lessons: Social Organization in the Classroom
Sample text
E in early ethnomethodology. Early ethnomethodologists argued that sociologists, in their search for regularities in social structures, ignored the structuring activities that result in these structures. In so arguing, early ethnomethodologists swung the pe~ulum of social theory from an exclusive concern for social facts to an equally exclusive concern for members' methods, accounting prac-. tices, constitutive presuppositions, and the like. Constitutive 18 I Learning Lessons ethnography in school settings is overcoming this constitutive bias (Mehan and Wood, 1975:194-197) by not treating structuring separately from structures.
But since we find interactional competence to be a necessary companion to academic knowledge in classroom participation, it is important to know whether students give evidence of learning the skills necessary for interaction through time as well. ,. In the fifth and final chapter, the nature of findings from constitutive ethnography, the relationship of the constitutive approach to previous studies of classroom interaction, differences between the organization of talking in classrooms and in everyday life situations, and new directions for this style of work are placed in the conte~t of some more general issues.
The teacher either worked with the class as a \Yhole or divided the class into small groups for instruction in math and language arts. We videotaped the first hour of the day at regular intervals throughout the school year because of our theoretical interest in the socialization of students into the academic and normative demands of the classroom. We have a corpus of data, with nine instances of the same event through time. This corpus helps insure that our analysis depicts routine classroom events, thereby strengthening the generality of our findings.
Learning Lessons: Social Organization in the Classroom by Hugh Mehan
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