scholarly journals Enacting sabotage in siblings’ conflicts: Desired objects and deceptive bodies

Childhood ◽  
2020 ◽  
pp. 090756822096566
Author(s):  
Emilia Zotevska ◽  
Asta Cekaite ◽  
Ann-Carita Evaldsson
Keyword(s):  
Interaction Analysis ◽  
Multimodal Interaction ◽  
Childhood Studies ◽  
Sibling Conflict ◽  
Considerable Time ◽  
Specific Focus ◽  
Time And Energy

The present study examines sibling’ conflict trajectories with a specific focus on acts of sabotage – deliberate obstruction or destruction of activities with an object. Multimodal interaction analysis is used to understand how siblings’ conflicts are organised through multiple (verbal and embodied) practices. We further draw on childhood studies that focuses on children’s material practices and use the term enactment to better understand human-nonhuman relations. The study found that children put considerable time and energy into configuring deceptive bodies that both organised and disrupted their local moral orders.

scholarly journals Pope Innocent III, the Fourth Lateran Council, and Frankish Greece and Cyprus

2016 ◽  
Vol 67 (4) ◽  
pp. 741-759 ◽  
Author(s):  
CHRIS SCHABEL ◽  
NICKIPHOROS I. TSOUGARAKIS
Keyword(s):  
Considerable Time ◽  
Secondary Importance ◽  
Pope Innocent Iii ◽  
Fourth Lateran Council ◽  
Latin East ◽  
Time And Energy ◽  
The Church

Although the union between the Latin and Greek Churches was one of Pope Innocent III's career-long ambitions, the limited provisions made by the canons of the Fourth Lateran Council regarding the eastern Churches have led most historians to assume that by the end of his pontificate this matter had been relegated to one of secondary importance and was treated only as an afterthought during the council. By collecting and re-examining the surviving sources, this article shows that considerable time and energy was in fact spent during the council in regulating the affairs of the Churches of former Byzantine lands. The ensuing decisions and legislation formed the basis of the organisation of the Church in much of the Greco-Latin East for at least another three centuries.

Analysing the Construction of Modal Configurations with Mediating Digital Texts in the Classroom

2015 ◽  
Vol 4 (1) ◽  
pp. 1-14
Author(s):  
Jonathon Adams
Keyword(s):  
Interaction Analysis ◽  
Multimodal Interaction ◽  
Communicative Practices ◽  
Digital Texts

AbstractWith digital texts being employed in classrooms, the construction and content of communication need to be examined to understand implications for classroom pedagogies and the development of new communicative practices. The study employs a multimodal interaction analysis (MIA) framework (

scholarly journals Leiten oder leiten lassen? Gesprächsanalytische Beobachtungen zur interaktiven Aushandlung der Leitungsfunktion im Klassenrat

2019 ◽  
Vol 70 (1) ◽  
pp. 73-104
Author(s):  
Nadine Nell-Tuor ◽  
Nina Haldimann
Keyword(s):  
Decision Making ◽  
Interaction Analysis ◽  
The Other ◽  
School Life ◽  
Leadership Responsibility ◽  
Teaching Format ◽  
Specific Focus ◽  
Decision Making Processes ◽  
The One ◽  
Do So

Abstract The class council is a teaching format which takes place regularly, aiming at the teacher stepping back from his/her conventional role as the organizing authority in order to allow the students to participate directly in decision-making processes concerning their everyday school life. This format results in a unique interactional constellation among the participants. In this article, we explore this interactional constellation from the perspective of conversation and interaction analysis. On the basis of videographies of class council sessions in which students and teachers occupy different participation roles, we ask how those roles are negotiated interactively. With a specific focus on the teacher and the moderator (student), we ask to what extent the teacher is able to delegate leadership responsibility among the group. It is shown that teachers are only partly able to do so. Often, teachers influence the interaction on a multimodal level. The challenge of organizing the class council lies in the need for the participants to accomplish different (and in part incompatible) interactional orders: on the one hand, teachers as well as students have to consider their specific participation roles; on the other hand, their participation roles are framed institutionally and cannot easily be changed.

scholarly journals “Everything Is in the Lab Book”: Multimodal Writing, Activity, and Genre Analysis of Symbolic Mediation in Medical Physics

2021 ◽  
pp. 074108832110516
Author(s):  
Sara Doody ◽  
Natasha Artemeva
Keyword(s):  
Knowledge Construction ◽  
Interaction Analysis ◽  
Medical Physics ◽  
Multimodal Interaction ◽  
Analytical Framework ◽  
Genre Analysis ◽  
Laboratory Notebook ◽  
Rhetorical Action ◽  
Rhetorical Genre ◽  
Writing Activity

Writing and genre scholarship has become increasingly attuned to how various nontextual features of written genres contribute to the kinds of social actions that the genres perform and to the activities that they mediate. Even though scholars have proposed different ways to account for nontextual features of genres, such attempts often remain undertheorized. By bringing together Writing, Activity, and Genre Research, and Multimodal Interaction Analysis, the authors propose a conceptual framework for multimodal activity-based analysis of genres, or Multimodal Writing, Activity, and Genre (MWAG) analysis. Furthermore, by drawing on previous studies of the laboratory notebook (lab book) genre, the article discusses the rhetorical action the genre performs and its role in mediating knowledge construction activities in science. The authors provide an illustrative example of the MWAG analysis of an emergent scientist’s lab book and discuss its contributions to his increasing participation in medical physics. The study contributes to the development of a theoretically informed analytical framework for integrative multimodal and rhetorical genre analysis, while illustrating how the proposed framework can lead to the insights into the sociorhetorical roles multimodal genres play in mediating such activities as knowledge construction and disciplinary enculturation.

Poems on Māori identity: From multimodal interaction analysis to poetry

2013 ◽  
Vol 2 (1) ◽  
Author(s):  
Tui Matelau
Keyword(s):  
Qualitative Study ◽  
Cultural Identity ◽  
Interaction Analysis ◽  
Multimodal Interaction ◽  
Cultural Identities ◽  
Small Scale ◽  
Human Beings ◽  
The Way

AbstractResearch into Māori identity has revealed cultural identities that neglect to include a large number of Māori (McIntosh, 2005; Moeke-Maxwell, 2005; Meijl, 2006; Houkamau, 2010). Fluid Māori identity is an emerging cultural identity and is encouraging but there continues to be a gap in the research into an inclusive Māori identity (Borell, 2005; McIntosh, 2005; Moeke-Maxwell, 2005). I conducted a small scale qualitative study. Through ethnographic observations of two Māori female participants and semi-structured socio linguistic interviews, I explored the participants’ Māori identities and analysed my findings using multimodal interaction analysis. These findings revealed that the participants enacted two distinctive Māori identities. I also found that numerous networks and institutions contribute to the layers of discourse that enforce the Māori identities. At this point in the research I used poetry to enhance my analysis of the data as poetry can be used “to convey our experiences of other people and - even more audaciously - to explain why human beings think and act the way we do,” (Maynard & Cahnmann-Taylor, 2010, p.14). I wrote two poems; each poem representing one participant. Writing these poems helped me to move from describing the findings of the research to analysing the findings.

Aneinander-Vorbeigehen – Eine Interaktionsanalyse flüchtiger urbaner Begegnungen

2019 ◽  
Vol 47 (2) ◽  
pp. 313-336
Author(s):  
Antonia Steger
Keyword(s):  
Public Sphere ◽  
Public Space ◽  
Interaction Analysis ◽  
Multimodal Interaction ◽  
Georg Simmel ◽  
Public Places ◽  
The Public ◽  
Jane Jacobs ◽  
The Public Sphere ◽  
Interactional Processes

Abstract Public space can be understood as a place where strangers encounter each other in certain ways. This has been the common conceptual understanding of the public sphere in sociology and urban studies since Georg Simmel (cf. works by Jane Jacobs, William H. Whyte, Hans Paul Bahrdt, Jan Gehl, Richard Sennett, and many more). However, this understanding of public space often centers around unclear notions of how these encounters are interactively structured. So far, research on this topic has mainly addressed what Goffman termed focused interactions, such as talks between strangers in public. His notion of unfocused interactions, for fleeting encounters, has yet to receive adequate academic attention. Thus, the aim of this article is to engage in an in-depth empirical study of fleeting encounters in public places by drawing on three examples of people passing each other along city streets. Based on video recordings, the multimodal interaction analysis shows that when people pass each other they engage in interactional processes expressed through bodily dimensions, which carry specific social implications. Gaze, along with other visually accessible bodily behaviors, is the most important interactive resource people use to make themselves accountable for passing strangers without making contact. The analysis suggests that through passing each other, strangers generate specific kinds of interactive relations that are typical within the public sphere. Fleeting encounters thus prove to be highly structured, interactively achieved processes through which strangers establish their situated relations in a way that allows them to remain as separate interactional units.

scholarly journals Mentalizing Bodies: Explicit Mentalizing Without Words in Psychotherapy

2021 ◽  
Vol 12 ◽  
Author(s):  
Thomas Wiben Jensen ◽  
Stine Steen Høgenhaug ◽  
Morten Kjølbye ◽  
Marie Skaalum Bloch
Keyword(s):  
Interaction Analysis ◽  
Multimodal Interaction ◽  
Real Life ◽  
Mental States ◽  
Video Data ◽  
Verbal Language ◽  
Cognitive Ethnography ◽  
Human Ability ◽  
Gradual Development ◽  
Implicit And Explicit

Introduction: Mentalization concerns the human ability to understand the actions of others (and oneself) in terms of intentional mental states. Theoretically, the notion has been described via the poles of automatic, non-verbal implicit mentalization as opposed to conscious and verbal explicit mentalization. In this article, we challenge this standard distinction by examining examples from psychotherapy. We argue that explicit mentalization can also be carried out via embodied non-verbal actions.Method: Four cases of real-life interaction from psychotherapy sessions are analyzed from the qualitative perspective of embodied cognition and multimodal interaction analysis. The analyses are based on video data transformed into transcriptions and anonymized drawings from a larger cognitive ethnography study conducted at a psychiatric hospital in Denmark.Results: The analyses demonstrate the gradual development from predominantly implicit mentalizing to predominantly explicit mentalizing. In the latter part of the examples, the mentalizing activity is initiated by the therapist on an embodied level but in an enlarged and complex manner indicating a higher level of awareness, imagination, and reflection. Thus, the standard assumption of explicit mentalization as contingent on verbal language is challenged, since it is demonstrated how processes of explicit mentalization can take place on an embodied level without the use of words.Conclusion: Based on real-life data, the study demonstrates that online processes of implicit and explicit mentalization are gradual and interwoven with embodied dynamics in real-life interaction. Thus, the analyses establish a window into how mentalization is carried out by psychotherapists through interaction, which testifies to the importance of embodied non-verbal behavior in psychotherapy. Further, informed by the notion of affordance-space, the study points to alternative ways of conceptualizing the intertwined nature of bodies and environment in relation to conveying more complex understandings of other people.

Talk Around Digital Texts

2018 ◽  
Vol 9 (3) ◽  
pp. 39-51
Author(s):  
Jonathon Adams
Keyword(s):  
Digital Media ◽  
Digital Literacy ◽  
English Language ◽  
Interaction Analysis ◽  
Multimodal Interaction ◽  
Literacy Skills ◽  
Web Based ◽  
Face To Face ◽  
Language Class ◽  
Wide Range

Digital, web-based texts as a resource for the classroom present new ways of making meaning as learners draw on a wide range of communicative resources such as gaze and gesture to access and read them. This study employed a multimodal interaction analysis framework to examine an English language class of Japanese university students explaining online video stories face-to-face in a university in Japan. The findings identified a gap in the digital literacy skills the teacher assumed the learners possessed and the actual digital literacy skills required for successful completion of the classroom activity. The findings challenge the assumption that young learners are ‘digital natives', being capable of using technology for the specific purposes required in the class task. Implications for the planning and implementation of digital media for talk in language classroom tasks are discussed.

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