Kupetz2022
| Kupetz2022 | |
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| BibType | INCOLLECTION |
| Key | Kupetz2022 |
| Author(s) | Maxi Kupetz |
| Title | Invoking Personal Experience and Membership Categories: Syrian Students’ Tellings in Focus Groups |
| Editor(s) | Anna Filipi, Binh Thanh Ta, Maryanne Theobald |
| Tag(s) | EMCA, Membership Categorization Analysis, Focus Groups, Personal Experience |
| Publisher | Springer |
| Year | 2022 |
| Language | English |
| City | Singapore |
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| Pages | 225-252 |
| URL | Link |
| DOI | 10.1007/978-981-16-9955-9_12 |
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| Book title | Storytelling Practices in Home and Educational Contexts: Perspectives from Conversation Analysis |
| Chapter | |
Abstract
In this study, I analyse students’ tellings in focus group discussions. Focus groups are specific institutional encounters that are co-constructed by the researcher-interviewer and the student-interviewees and therefore need to be considered as interactional events of their own kind. I mainly draw on a focus group with Syrian students (aged 18–20) who came to Germany after having fled the war in their home country. Such data allow for detailed analyses of social positions, stances and orientations as they are (re)constructed by the participants in this situation. Using conversation analysis, I will show how the students systematically use short tellings to invoke personal experiences and thereby support their assertions and stances displayed towards educational systems and social togetherness. Analysis reveals that both positively and negatively valenced experiences can be invoked. Furthermore, it will be shown that orientations to membership categories play an imported role in the (reconstructed) experiences; i.e. people’s ascriptions to categories such as children, refugees and Muslims. Finally, I will briefly discuss how such data can be used in case-based teacher education in order to raise prospective teachers’ sense for the reflexivity of (cultural) orientations.
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