Difference between revisions of "Eglin2009"
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{{BibEntry | {{BibEntry | ||
|BibType=ARTICLE | |BibType=ARTICLE | ||
| − | |Author(s)=Peter Eglin; | + | |Author(s)=Peter Eglin; |
|Title=What do we do Wednesday? On beginning the class as university-specific work: A preliminary study | |Title=What do we do Wednesday? On beginning the class as university-specific work: A preliminary study | ||
| − | |Tag(s)=EMCA; Ethnomethodology; Instructional settings; University; Context; Membership Categorization; | + | |Tag(s)=EMCA; Ethnomethodology; Instructional settings; University; Context; Membership Categorization; |
|Key=Eglin2009 | |Key=Eglin2009 | ||
|Year=2009 | |Year=2009 | ||
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|Volume=46 | |Volume=46 | ||
|Number=1 | |Number=1 | ||
| − | |Pages= | + | |Pages=39–57 |
| − | |URL= | + | |URL=https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1755-618X.2009.01202.x |
| + | |DOI=10.1111/j.1755-618X.2009.01202.x | ||
|Abstract=I pose the question—just what is university-specific about the activities of universities?—and address it ethnomethodologically in a preliminary way by examining the interactional accomplishment of what is, for the parties present, observably and reportably the beginning of a class at a university. Pursuing an answer to the question, given the audiotaped data to hand, turns on members' reflexive use of the categorical, sequential, and otherwise contextual resources made available by the setting. The questions of the analytic significance of the documentary method of interpretation and of the abstractness of membership categories are briefly taken up. | |Abstract=I pose the question—just what is university-specific about the activities of universities?—and address it ethnomethodologically in a preliminary way by examining the interactional accomplishment of what is, for the parties present, observably and reportably the beginning of a class at a university. Pursuing an answer to the question, given the audiotaped data to hand, turns on members' reflexive use of the categorical, sequential, and otherwise contextual resources made available by the setting. The questions of the analytic significance of the documentary method of interpretation and of the abstractness of membership categories are briefly taken up. | ||
}} | }} | ||
Latest revision as of 12:25, 23 November 2019
| Eglin2009 | |
|---|---|
| BibType | ARTICLE |
| Key | Eglin2009 |
| Author(s) | Peter Eglin |
| Title | What do we do Wednesday? On beginning the class as university-specific work: A preliminary study |
| Editor(s) | |
| Tag(s) | EMCA, Ethnomethodology, Instructional settings, University, Context, Membership Categorization |
| Publisher | |
| Year | 2009 |
| Language | |
| City | |
| Month | |
| Journal | Canadian Review of Sociology |
| Volume | 46 |
| Number | 1 |
| Pages | 39–57 |
| URL | Link |
| DOI | 10.1111/j.1755-618X.2009.01202.x |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
I pose the question—just what is university-specific about the activities of universities?—and address it ethnomethodologically in a preliminary way by examining the interactional accomplishment of what is, for the parties present, observably and reportably the beginning of a class at a university. Pursuing an answer to the question, given the audiotaped data to hand, turns on members' reflexive use of the categorical, sequential, and otherwise contextual resources made available by the setting. The questions of the analytic significance of the documentary method of interpretation and of the abstractness of membership categories are briefly taken up.
Notes
