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- Bagga-Gupta, Sangeeta, 1962-, et al.
(författare)
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Making complexities (in)visible : Empirically-derived contributions to the scholarly (re)presentations of social interactions
- 2015
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Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- Transcripts aspiring to represent naturally occurring interaction mediate analytic insights into fleeting human communicative performances that routinely implicate verbal and nonverbal dimensions in concerted action. Video technologies have introduced unprecedented opportunities to study interactional complexity in minute detail. This article aims to exemplify how the level of detail attended to in transcriptional representations can expand or restrict video data-derived results and throw different analytic light on the constitutive features of interactional phenomena and their generic workings. Towards this aim, various transcription formats are explored to represent classroom interaction from language focused lessons at a school setting in Sweden. The juxtaposition and analysis seek to highlight that making body orientations across time and space as well as written language unavailable for analysis renders invisible integral sense-making actions that bear consequentiality for participants. For the sake of emic and consequential analysis, appeal is made for an endeavour to attend to the interdependence of multimodal social practices that routinely compose naturally occurring interaction.
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- Bagga-Gupta, Sangeeta, 1962-
(författare)
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Marginalization Processes : Studies of membership and participation across disciplines and sites
- 2017
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Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- Aspects like the reach and quality of institutionalized support systems like schools, health services, equity agencies, work agencies, etc. in democratic societies are seen as central for human beings wellbeing and development. However the nature and relevance of opportunities that human beings have access to is a question that goes beyond issues of availability and provision. Focusing marginalization processes that have influenced or currently influence opportunities which children, young people and/or adults have access to are therefore significant.Within the overarching theme of Marginalization Processes, the chapters in this book focus upon the overlapping areas of Educational Sciences and Language Sciences from social interactional and/or socio-historical frameworks. The individual contributions report from empirical studies that have been conducted inside and outside institutional settings like classrooms, remedial services, health care facilities, etc from different parts of the world. The analysis in these contributions highlights social interaction between the members of these settings (for instance student – student or teacher/resource person – student) and between members and cultural tools. Focusing centrally upon language(s) as mediating tool(s), some contributions highlight the interface between actors or actors-in-settings-with-tools. The contributions that focus more centrally upon the educational sciences enquire from different perspectives and/or scales: actor’s perspective, organizational and/or policy perspective, historical perspective, etc.The outcomes of the studies contribute to knowledge about how institutional settings are shaped both in the interplay between actors and between actors, tools and settings. These outcomes throw light on how the social world gets shaped in institutional settings. Furthermore some of the studies contribute to knowledge regarding how the social world is shaped specifically in and through verbal/written/gestural interaction. The chapters in the book all focus the overarching theme of marginalization processes, and contribute more specifically to one or more of the following three themes:Social interaction: these chapters are empirical in nature and data analyzed comes from classroom or other real life settings. The analysis highlights the social interaction between actors (student – student or teacher-student). The studies contribute to the knowledge of how the social world is shaped between actors.Socio-linguistics: focuses on language(s) as a mediating tool; could be between actor and actor; could be between actor and context. The studies contribute to the knowledge of how the social world is shaped in verbal interactions in different settings.Educational sciences: focuses on institutional settings (mainly school, including policy settings). The institutional setting is inquired from an actor’s perspective or an organizational perspective. The studies contribute to the knowledge of how institutional settings are shaped both in the interplay between actor and actor and between actor and setting.
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