The emergent construction of feminist identity in interaction

Pragmatics ◽  
2021 ◽  
Author(s):  
Olivia Hirschey Marrese
Keyword(s):  
College Women ◽  
Conversation Analysis ◽  
Feminist Identity ◽  
Feminist Identification

Abstract This case study is an analysis of college-aged womens’ conversations about feminist identity and tracks a shifting attitude among college women with respect to feminist identification. Using conversation analysis, I argue that the interlocutors’ feminist identity is an interactional achievement produced by collaboratively setting aside topics related to feminism. This practice (re)problematizes feminism and maintains hegemonic standards of ‘feminist’ as an identity that needs to be accounted for in conversation. Building on Eckert and McConnell-Ginet’s (2013) work on the phrase “I’m not a feminist, but…” I argue that feminist identification may be shifting, as the discourse in the present study fall more in line with “I am a feminist, but…,” producing a ‘sort of’ feminist identity. In the discursive process of relevantly setting aside qualities and practices associated with feminism, the interlocutors (re)establish normativity surrounding feminist identity and its enaction in everyday conversation.

Alliances and arguments: A case study of a child with persisting speech difficulties in peer play

2012 ◽  
Vol 28 (1) ◽  
pp. 57-72 ◽  
Author(s):  
Alison Tempest ◽  
Bill Wells
Keyword(s):  
Conversation Analysis ◽  
Social Inclusion ◽  
Peer Interactions ◽  
Free Play ◽  
Social Competencies ◽  
Linguistic Strategies ◽  
The Social ◽  
Interactional Analysis ◽  
Communication Needs

The ability to argue and to create alliances with peers are important social competencies for all children, including those who have speech, language and communication needs. In this study, we investigated the management of arguments and alliances by a group of 5-year-old male friends, one of whom has a persisting speech difficulty (PSD). Twelve argument episodes that arose naturally during video-recorded free play at school were analysed, using Conversation Analysis. Overall the data show that the child with PSD was just as likely as one of his friends to be included in, or excluded from, play alliances. Detailed analysis of two episodes reveals that the child with PSD competently used a range of linguistic devices in and around arguments and that his speech difficulties apparently did not impact on his ability to form alliances. This study highlights the need for those of us who work with children to take account of peer interactions and to consider the linguistic strategies that children employ when participating in peer talk and play: the social world in which inclusion and exclusion are accomplished. The study also illustrates the value of qualitative micro-interactional analysis as a research tool for investigating social inclusion and exclusion.

Non-directive play therapy with autistic adolescents: a qualitative study of therapists’ interactional practices

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Eliza Maciejewska
Keyword(s):  
Autism Spectrum Disorder ◽  
Conversation Analysis ◽  
Play Therapy ◽  
Autism Spectrum ◽  
Current State ◽  
Local Functions ◽  
Play Therapists ◽  
Practical Implications ◽  
Detailed Picture

Abstract This case study identifies and examines interactional practices of non-directive play therapists during their therapeutic sessions with autistic adolescents. The study involved two therapists and two adolescents (siblings) on the autism spectrum. The video-recorded sessions took place at participants’ home and were conducted in Polish. Employing insights and tools from discourse-analytic approaches, in particular conversation analysis (CA), the findings show how clients and therapists are both involved in co-constructing therapeutic interactions by orienting to each other’s utterances. CA is presented in this article as a useful tool for recognizing and describing the therapists’ interactional contributions and their local functions. The therapeutic practices identified in the analysis (talk-in-practice) – e.g. mirroring, meaning expansion, recast and scaffolding – are further juxtaposed with theories concerning interactional practices in non-directive therapies (talk-in-theory) in order to provide a more detailed picture of these practices as well as complete them. The findings from this study expand the current state of knowledge of non-directive play therapies of autism spectrum disorder (ASD) and carry practical implications for specialists involved in ASD treatment.

scholarly journals Response Tokens and Their Sequential Action in the Teacher Third Turn (Note 1) A Conversation Analysis Case Study in the EFL Classroom

2020 ◽  
Vol 12 (2) ◽  
pp. 26
Author(s):  
Asma Ebshiana
Keyword(s):  
Conversation Analysis ◽  
Large Study ◽  
Analysis Framework ◽  
Student Responses ◽  
Sequential Action ◽  
The Third ◽  
Naturally Occurring ◽  
Change Of State ◽  
The University

In classroom settings, students` responses are regularly evaluated through the ubiquitous three-part sequence. It is through this pattern that teachers encourage student participation. Usually, the teacher uses response tokens such as “Okay”, Right” /” Alright”, “Mhm” “Oh”, in the third turn slot. These tokens are crucial and recurrent because they show where the teacher assesses the correctness or appropriateness of the students’ responses either end the sequence or begin a turn which ends the sequence. Moreover, such tokens have an impact on the sequence expansion and on the students’ participation. This article is a part of a large study examining the overall structure of the three-part sequence in data collected in an English pre-sessional programme (PSP) at the University of Huddersfield. The present article focuses on the analysis of naturally occurring data by using Conversation Analysis framework, henceforth (CA). A deep analysis is performed to examine how response tokens as evaluative responses are constructed sequentially in the third turn sequence as a closing action, whilst considering how some responses do not act as a closing sequence, since they elaborate and invite further talk. The results of response tokens have shown that they are greatly multifaceted. The analysis concluded that not all responses do the same function in the teacher’s third turn. Apart from confirming and acknowledging the student responses and maintaining listenership, some invite further contribution, others close and shift to another topic that designates closing the sequence, and some show a “change of state”. Their functions relate to their transitions, pauses and their intonation in the on-going sequence. 

Accomplishing “rapport” in qualitative research interviews: Empathic moments in interaction

2018 ◽  
Vol 9 (4) ◽  
pp. 487-511 ◽  
Author(s):  
Matthew T. Prior
Keyword(s):  
Qualitative Research ◽  
Conversation Analysis ◽  
Asylum Seeker ◽  
The Philippines ◽  
Study Data ◽  
Qualitative Interviewing ◽  
Research Interviews ◽  
Case Study Data

AbstractThis study seeks to bring a more interactionally grounded perspective to the concept of “rapport” and its relevance for qualitative interviewing practices. Building on work within conversation analysis (CA), it respecifies rapport as affiliation and, more specifically, empathy. Analysis centers on case study data from an interview with an asylum seeker from the Philippines. It examines how interviewer and interviewee move in and out of empathic moments across the interview sequences as they manage their affective stances related to the events the interviewee describes and, in turn, by managing their empathic alignments with each other. These empathic moments share a number of features: they primarily come after response delays and the interviewee’s response pursuits, they are part of assessment sequences built by lexical reformulation and repetition, they entail stance matching and upgrading mainly through the use of prosodic resources, and they involve the interviewee asserting his primary rights to characterize and assess his own experiences. The article concludes by recommending more attention to the affiliative and empathic dimensions of qualitative interviewing.

Predictors of Feminist Identity Utilizing an Intersectional Lens With a Focus on Non-Hispanic White, Hispanic, and African American MSW Students

Affilia ◽  
2020 ◽  
pp. 088610992096301
Author(s):  
Mollie Lazar Charter
Keyword(s):  
African American ◽  
Social Work ◽  
Social Work Students ◽  
Multiple Regression Model ◽  
Feminist Identity ◽  
Msw Students ◽  
Feminist Identification ◽  
Feminist Attitudes ◽  
Racial Ethnic ◽  
Hispanic White

A fundamental value of social work is social justice, which includes gender and racial/ethnic equality. Feminists address gender-based oppression and often work to address racial/ethnic inequalities as well as many other forms of oppression. However, most literature suggest that less than half of social work students identify as feminists. This study investigated factors that contribute to student feminist self-identification, focusing on how racial/ethnic identity may influence feminist identity. Four predicting constructs were identified: method of exposure to feminism, feminist knowledge, feminist attitudes and ideologies, and description of feminists. A multiple regression model was applied to the overall sample ( N = 660) and to each racial/ethnic group. Findings indicate that in the overall sample, all four constructs significantly contributed to predicting feminist identification, while in the non-Hispanic white sample ( n = 366), method of exposure, feminist attitudes and ideologies, and description of feminists made significant contributions; for the Hispanic sample ( n = 157), only feminist attitudes and ideologies made significant contributions to predicting feminist identification; and for the African American sample ( n = 137), method of exposure and description of feminists made significant contributions. These findings indicate differences among racial/ ethnic background in feminist identity and provide a comprehensive picture of feminist identity among Master’s of Social Work (MSW) students.

scholarly journals The Myth of an 'Invisible Mediator': An Australian Case Study of English-Japanese Police Interpreting

2009 ◽  
Vol 6 (1) ◽  
Author(s):  
Ikuko Nakane
Keyword(s):  
Conversation Analysis ◽  
Professional Ethics ◽  
Police Interviews ◽  
Mediated Discourse ◽  
Australian Case ◽  
Ethics Guidelines ◽  
Key Aspects ◽  
Japanese English ◽  
Interaction Management

Recent studies have challenged the assumption that the interpreter is an ‘invisible’ mediator and have demonstrated a departure from the ‘conduit’ role often assigned to interpreters in their professional ethics guidelines (e.g. Russell 2000, Wadensjö 1998, 2004; Yoshida 2007). In this paper, I address the issue of interpreter’s role as an invisible mediator through an examination of interactional ‘repairs’, one of the key aspects of interaction management mechanisms in the tradition of Conversation Analysis. The context of interpreting is Australian Federal Police interviews mediated by Japanese-English interpreters. While some repair sequences in interpreter-mediated police interviews followed common patterns of monolingual police interviews, there were also some features of repairs specific to interpreter-mediated discourse. In particular, due to the interpreting of each turn, in some cases, it is not always possible to ascertain whether it was the primary speaker’s turn or the interpreted version that was the source of ‘trouble’ leading to an interactional repair. The paper demonstrates interpreters’ vulnerability to being identified as the ‘troublemaker’ in repair sequences and consequential face-saving strategies. These strategies included modifying the primary speaker’s utterances or providing explanations for why a need to repair was perceived or why a repair sequence failed to rectify a problem. It is demonstrated that in engaging in these types of problem solving activities, interpreters at times shift roles, sometimes pushing the boundaries of their professional ethics. The paper argues that, while interpreters are often viewed as operating within a third ‘invisible’ space between interlocutors, this invisibility needs to be questioned. It is suggested that the expectation of a completely invisible, or neutral, third space is unrealistic, and that interpreters as cultural and linguistic mediators, and as social beings, continuously negotiate their identity with their clients while interpreting.

Teacher’s ethnic teasing: Playing with ambiguity and exploiting in-group communication

2017 ◽  
Vol 29 (1) ◽  
pp. 3-22 ◽  
Author(s):  
Olga Artamonova
Keyword(s):  
Middle School ◽  
Conversation Analysis ◽  
Interpersonal Relations ◽  
Group Communication ◽  
Local Context ◽  
School Ethnography ◽  
Racist Discourse ◽  
Discriminatory Effect

This article discusses the issue of ethnic teasing used by a teacher and his students in a multiethnic classroom of a German middle school. The teacher and his students exploit the resources of the racist discourse for multiple in-group rituals. Based on a school ethnography and conversation analysis, this case study attempts to interpret the teasing practices, which are performed in a classroom where ethnicity matters greatly. The teasing interactions here, questioned in the local context, seem to be a part of a working consensus, helping to regulate interpersonal relations in class. These vague and risky practices infringe the politeness norms: they are based on a daily face-attack ritualization through which a partial weakening of the discriminatory effect might be achieved.

scholarly journals Conflict Resolution Strategies in Media Discourse: The Case Study of: “Ɂəl xayT ləbyəD” “The Mediator”

2018 ◽  
Vol 6 (5) ◽  
pp. 24
Author(s):  
Ilham Malki
Keyword(s):  
Conflict Resolution ◽  
Conversation Analysis ◽  
Rhetorical Strategies ◽  
Interpersonal Conflicts ◽  
Discursive Strategies ◽  
Video Recordings ◽  
Conflict Resolution Strategies ◽  
Discourse Strategies ◽  
Tv Show

This study examines the way discourse can contribute to conflict resolution. The study focuses on the discourse strategies used by the disputants in ‘the Mediator’ TV show to resolve their interpersonal conflicts. It also identifies the different tactics that the disputants in ‘the Mediator’ TV show use to negotiate their conflicts collaboratively and hence reach joint outcomes. Taking into consideration the significant role argumentation plays in the management of conflict, the study also seeks to underline the different rhetorical strategies and argumentative fallacies through which the contestants in ‘the Mediator’ TV show achieve their goals.Within a data corpus based on video-recordings of disputants in ‘the Mediator’ TV show, a number of interactional exchanges are phonetically transcribed, translated into English and qualitatively analyzed. The study analytical approach includes conversation analysis (Sacks (1974) Jefferson & Schegloff (1974)) as the methodological framework to investigate the contestants’ discourse strategies during conflict resolution process. The qualitative analysis of the selected data reveals different discourse and negotiating strategies adopted by the disputants to reach a resolution. These strategies contain discourse strategies of integrative conflict resolution, discourse strategies of cooperative competing conflict resolution, avoiding discursive strategies to conflict resolution, and finally discourse strategies of compromising conflict resolution. Strikingly is the fact that the results of the study identify accommodating, as the only style that has not been adopted by the disputants in ‘The Mediator’ TV show during the process of resolving their conflict.

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