Roulston2001
| Roulston2001 | |
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| BibType | ARTICLE |
| Key | Roulston2001 |
| Author(s) | Kathy Roulston |
| Title | Introducing Ethnomethodological Analysis to the Field of Music Education |
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| Tag(s) | EMCA, music education |
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| Year | 2001 |
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| Journal | Music Education Research |
| Volume | 3 |
| Number | 2 |
| Pages | 121–142 |
| URL | Link |
| DOI | 10.1080/14613800120089205 |
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Abstract
In recent years qualitative research methods have been adopted within in the field of music education and have received widespread acceptance. However, the theoretical framework provided by ethnomethodology (Garfinkel, 1974, in R. Turner, Ethnomethodology, Penguin, Middlesex, UK) and the tools of conversational analysis (Sacks, 1992, Lectures on Conversation , edited by Gail Jefferson, Blackwell, Oxford, UK) have, to this point, been overlooked by researchers in the field of music education. In this paper I argue that the application of ethnomethodological and conversation analytical approaches in the field of research in music education can provide fresh insights into the work of music teachers and how this work is accomplished in institutional settings. Here I demonstrate how a conversation analytical perspective drawing on an ethnomethodological framework might be used to investigate transcripts of audio-recorded interview talk. This type of analysis can illuminate aspects of members' roles in relation to, and perceptions about music education in school settings that might be overlooked in other types of analysis. A conversation analytical approach to the examination of talk-in-interaction explicates in fine-grained detail how members orient to matters at hand in the context of research settings, as well as revealing features of the cultural world of music teaching. Further application of the approach to research problems in other school settings, I argue, will inform the field of music education in ways yet to be realised.
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