| 1. |
-
Discursive research in practice: New approaches to psychology and everyday interaction
- 2007
-
Samlingsverk (redaktörskap) (refereegranskat)abstract
- Over the past few decades new ways of conceiving the relation between people, practices and institutions have been developed, enabling an understanding of human conduct in complex situations that is distinctive from traditional psychological and sociological conceptions. This distinctiveness is derived from a sophisticated analytic approach to social action which combines conversation analysis with the fresh treatment of epistemology, mind, cognition and personality developed in discursive psychology. This text is the first to showcase and promote this new method of discursive research in practice. Featuring contributions from a range of international academics, both pioneers in the field and exciting new researchers, this book illustrates an approach to social science issues that cuts across the traditional disciplinary divisions to provide a rich participant-based understanding of action.
|
|
| 2. |
- Hepburn, Alexa, et al.
(författare)
-
Developments in discursive psychology
- 2014
-
Ingår i: Qualitative research in psychology: Ten Volume Set. - London : Sage Publications. - 9781473912038
-
Bokkapitel (refereegranskat)
|
|
| 3. |
- Hepburn, Alexa, et al.
(författare)
-
Developments in discursive psychology
- 2005
-
Ingår i: Discourse & Society. - : Sage Publications. - 0957-9265 .- 1460-3624. ; 16:5, s. 595-601
-
Tidskriftsartikel (refereegranskat)abstract
- Discursive psychology is the broad title for a range of research done in different disciplinary contexts – communication, language, sociology and psychology. It moves the theoretical and analytic focus from individual cognitive events and processes to situated interaction. This work is critical of, and developing a progressive, analytically based alternative to, mainstream cognitive social psychology. Discursive psychology (occasionally DP) also counters the social psychological view of the individual as part of a matrix of abstract social processes, and replaces it with a focus on people’s everyday practices in various institutional settings. This entails an important change in analytic focus; rather than whether, or how accurately, participants’ talk reflects inner and outer events, DP investigates how ‘psychology’ and ‘reality’ are produced, dealt with and made relevant by participants in and through interaction. Articles in this Special Issue will, therefore, take various social and psychological categories and consider their role in specific interactional settings. Our aim here is to set out three main strands of contemporary discursive psychology as a way of emphasizing some of the exciting and progressive features of the collection presented in this volume.
|
|
| 4. |
- Hepburn, Alexa, et al.
(författare)
-
Size matters: Constructing accountable bodies in NSPCC helpline interaction
- 2005
-
Ingår i: Discourse & Society. - : Sage Publications. - 0957-9265 .- 1460-3624. ; 16:5, s. 625-646
-
Tidskriftsartikel (refereegranskat)abstract
- The focus on body size or weight has become an increasing source of concern in western society, yet few studies have looked at how people invoke body size in various settings, and the practices to which such talk might be related. Hence this study examines instances in everyday and institutional interaction in which body size is treated as a relevant concern for speakers. A discursive psychological approach is used to examine five extracts from telephone calls to a National Society for the Prevention of Cruelty to Children (NSPCC) helpline. The analysis focuses on how the weight or body size of others is constructed and managed, and how these descriptions can be involved in various activities. Three analytic themes emerge – the focus on how formulations of size and embodiment are drawn upon in practice; the relationship between issues of size and issues of knowledge; and the activities in which different size descriptions are enrolled, in particular, the way these activities relate to the institutional practices of the NSPCC helpline. The empirical claims about the data are also related back to basic theoretical questions, raising profound issues about the way traditional psychology has constructed eating and embodiment.
|
|
| 5. |
- Stokoe, Elizabeth, et al.
(författare)
-
How real people communicate
- 2018
-
Ingår i: Psychologist (Leicester). - Leicester, United Kingdom : The British Psychological Society. - 0952-8229 .- 2398-1598. ; 31, s. 28-47
-
Tidskriftsartikel (refereegranskat)abstract
|
|
| 6. |
- Wiggins, Sally, Dr, 1975-, et al.
(författare)
-
Discursive research: Applications and implications
- 2007. - 1
-
Ingår i: Discursive research in practice. - : Cambridge University Press. - 9780511611216 ; , s. 281-291
-
Bokkapitel (refereegranskat)abstract
- This collection builds on an interconnected set of developments in the study of discourse. These include the powerful and rigorous approach to interaction offered by contemporary conversation analysis, the respecification of the nature of psychology in terms of practices and orientations offered by discursive psychology, and the sophisticated empiricism offered by modern ways of recording, manipulating and representing interaction. Taken together these provide the basis for a systematic, analytically based approach for studying the world as it happens. This work stands on its own intellectual merits as a contribution to the study of human life. And we should, anyway, always be cautious of the way social researchers invoke an ‘ideology of application’ to justify their work. Claims about application are often promissory notes that weaken as we look more closely at the connections between academic knowledge and actual practice (Potter, 1982). Nevertheless, in this final chapter we will push the discussion forward to consider how these developments can be the basis for some new ways of considering the relevance and application of social research, particularly in institutional settings.The application of social science research has traditionally taken a variety of forms and raises a number of complex issues. For example, what is applied (the theory or knowledge or findings)? Who is application for (e.g., doctors or patients)? The style of discursive work reported in this volume offers its own possibilities in terms of the use of the findings and raises new issues about the nature of application.
|
|
| 7. |
- Wiggins, Sally, Dr, 1975-, et al.
(författare)
-
Food abuse: Mealtimes, helplines and 'troubled' eating
- 2007. - 1
-
Ingår i: Discursive research in practice. - : Cambridge University Press. - 9780511611216 ; , s. 263-280
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Feeding children can be one of the most challenging and frustrating aspects of raising a family. This is often exacerbated by conflicting guidelines over what the ‘correct’ amount of food and ‘proper’ eating actually entails. The issue becomes muddier still when parents are accused of mistreating their children by not feeding them properly, or when eating becomes troubled in some way. Yet how are parents to ‘know’ how much food is enough and when their child is ‘full’? How is food negotiated on a daily level? In this chapter, we show how discursive psychology can provide a way of understanding these issues that goes beyond guidelines and measurements. It enables us to examine the practices within which food is negotiated and used to hold others accountable. Like the other chapters in this section of the book, eating practices can also be situations in which an asymmetry of competence is produced; where one party is treated as being a less-than-valid person (in the case of family practices, this is often the child). As we shall see later, the asymmetry can also be reversed, where one person (adult or child) can claim to have greater ‘access’ to concepts such as ‘appetite’ and ‘hunger’. Not only does this help us to understand the complexity of eating practices; it also highlights features of the parent/child relationship and the institutionality of families.
|
|
| 8. |
|
|
