Ippolito2020
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| Ippolito2020 | |
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| BibType | ARTICLE |
| Key | Ippolito2020 |
| Author(s) | John Ippolito |
| Title | Methodological Options for Reading a Narrative of Collaboration Online in Canadian Education |
| Editor(s) | |
| Tag(s) | EMCA, Minority parents, Canada, Canadian schools, Online, Discursive psychology |
| Publisher | |
| Year | 2020 |
| Language | English |
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| Journal | Alberta Journal of Educational Research |
| Volume | 66 |
| Number | 2 |
| Pages | |
| URL | Link |
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Abstract
This study considers three methodological orientations for reading the narrative of collaboration taken root in contemporary discussions around publicly funded education in Canada. It looks through and beyond conflict theory and an archaeological historical approach and turns to a discursive method well suited to close analysis of recorded, text-based exchanges. Selecting discursive psychology and conversation analysis as preferred interpretive tools, it samples an exchange from an institutional interaction between a researcher, a teacher, and two parents in an online discussion forum. The analysis highlights the multiplicity of agendas and work generated across stakeholders by what is ostensibly one shared goal.
Notes
