Difference between revisions of "Psathas2008"
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|BibType=ARTICLE | |BibType=ARTICLE | ||
| − | |Author(s)=George Psathas; | + | |Author(s)=George Psathas; |
|Title=Reflections on the history of ethnomethodology: The Boston and Manchester "schools" | |Title=Reflections on the history of ethnomethodology: The Boston and Manchester "schools" | ||
| − | |Tag(s)=EMCA; Basic Resources; Ethnomethodology; Sociology; | + | |Tag(s)=EMCA; Basic Resources; Ethnomethodology; Sociology; |
|Key=Psathas2008 | |Key=Psathas2008 | ||
|Year=2008 | |Year=2008 | ||
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|URL=https://link.springer.com/article/10.1007/s12108-008-9032-3 | |URL=https://link.springer.com/article/10.1007/s12108-008-9032-3 | ||
|Abstract=This paper traces the history of the development of programs in ethnomethodology at Boston University and Manchester University by offering comparisons with the ideal type model of “school,” The Chicago School of Sociology. It focuses primarily on institutional structures and arrangements rather than shared theoretical or methodological perspectives. It shows that a small core faculty, aided by extended collegial and research relationships in the local area and with visiting and part-time faculty, can develop and sustain a program over several decades. | |Abstract=This paper traces the history of the development of programs in ethnomethodology at Boston University and Manchester University by offering comparisons with the ideal type model of “school,” The Chicago School of Sociology. It focuses primarily on institutional structures and arrangements rather than shared theoretical or methodological perspectives. It shows that a small core faculty, aided by extended collegial and research relationships in the local area and with visiting and part-time faculty, can develop and sustain a program over several decades. | ||
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Revision as of 09:11, 5 June 2018
| Psathas2008 | |
|---|---|
| BibType | ARTICLE |
| Key | Psathas2008 |
| Author(s) | George Psathas |
| Title | Reflections on the history of ethnomethodology: The Boston and Manchester "schools" |
| Editor(s) | |
| Tag(s) | EMCA, Basic Resources, Ethnomethodology, Sociology |
| Publisher | |
| Year | 2008 |
| Language | English |
| City | |
| Month | |
| Journal | The American Sociologist |
| Volume | 39 |
| Number | |
| Pages | 38-67 |
| URL | Link |
| DOI | |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
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Abstract
This paper traces the history of the development of programs in ethnomethodology at Boston University and Manchester University by offering comparisons with the ideal type model of “school,” The Chicago School of Sociology. It focuses primarily on institutional structures and arrangements rather than shared theoretical or methodological perspectives. It shows that a small core faculty, aided by extended collegial and research relationships in the local area and with visiting and part-time faculty, can develop and sustain a program over several decades.
Notes
