Action-Implicative Discourse Analysis

Tracy, Karen

doi:10.1177/0261927x95141011

Cited by 111 publications

(99 citation statements)

References 19 publications

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“…We invite readers to analyze these extracts along with us in an effort to make our own analysis transparent and to leave room for other possible interpretations. Finally, we carefully considered Tracy's (1995) argument that a fruitful discourse study offers "productive ways to reframe old issues," creating "links between previously related issues," and raises "new questions" (p. 210). As such, as we share our findings, we aim to articulate our claims in relation to the broader scholarly discussions surrounding VAM.…”

Section: Discussionmentioning

confidence: 99%

Sentinels guarding the grail: Value-added measurement and the quest for education reform

Gabriel

Lester

2013

EPAA

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Since the beginning of the federal Race To The Top grant competition, Value-Added Measurement (VAM) has captured the attention of the American public through high-profile media representations of the tool and the controversy that surrounds it. In this paper, we build upon investigations of constructions of VAM in the media and present a discourse analysis of the policymaking process within the meetings of Tennessee's Teacher Evaluation Advisory Committee (TEAC), a 15-member panel appointed by the Tennessee governor to develop a new teacher evaluation policy under Race to the Top. The data included audio recordings of public meetings from March, 2010 through the end of the committee's work in April, 2011. As we analyzed the talk of the TEAC, we oriented to the particular version of VAM worked up within these conversations in relation to a descriptive metaphor in which VAM is compared to a "sentinel of trust." We present examples to illustrate three patterns in the construction of VAM as the sentinel of trust within teacher evaluation: (1) VAM alone defines effectiveness; (2) VAM is the only objective option; and Education Policy Analysis Archives Vol. 21 No. 9 SPECIAL ISSUE 2 (3) concerns about VAM are minimized. We discuss the implications of this way of thinking and talking about VAM and contrast it with other possibilities, including those constructed by teachers, researchers, and the media. Keywords: value-added measurement; teacher evaluation; discourse analysis; policy making.Centinelas guardando el Santo Grial: Medida sobre el valor añadido y la Búsqueda para reformar la educación Resumen: Desde el principio de el programa federal Carrera a la Cumbre (Race to the Top) los modelos de valor añadido (MVA) han capturado la atención del público americano a través de presentaciones sobre el instrumento y los debates que lo rodean en medios de comunicación prominentes. En este trabajo, nos basamos en investigaciones sobre la generación de MVAs en los medios y presentamos un análisis de discurso del proceso de generación de políticas dentro de las reuniones del Comité asesor de Evaluación de Profesores de Tennessee (TEAC), un panel compuesto por 15 miembros designados por el gobernador de Tennessee para desarrollar una nueva política de evaluación docente bajo el programa Carrera a la Cumbre. Los datos incluyeron grabaciones de audio de reuniones públicas desde marzo de 2010 hasta finales del trabajo del comité en abril de 2011. Cuando analizamos los discursos del TEAC, nos orientamos a la versión particular de MVAs desarrollado dentro de estas conversaciones con relación a una metáfora descriptiva en la cual MVAs es comparado con un "centinela de confianza." Presentamos ejemplos para ilustrar tres modelos en la construcción de MVAs como centinela de confianza dentro de la evaluación docente: (1) MVA solo define la eficacia; (2) MVA es la única opción objetiva; y (3) las preocupaciones por MVA son minimizadas. Discutimos las implicaciones de esta forma de pensar y hablar de MVA y la contrastamos con otra...

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Section: Discussionmentioning

confidence: 99%

Sentinels guarding the grail: Value-added measurement and the quest for education reform

Gabriel

Lester

2013

EPAA

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“…Discourse analy sis in GPT takes a practical approach grounding analysis in empirical observation to develop a normative discourse for improving practices. This paper's discourse analytic method is similar to actionimplicative discourse analysis (AIDA), a GPT method which uses the details of everyday talk attended to in discourse analysis to form the basis of conceptualizing dilemmas and strategies and reflecting on how to improve communication to accomplish situated institutional goals (Tracy 1995). Taking this approach in this paper means seeing focus group interview ing as a practice which faces various challenges, and within which participants deploy techniques for managing those challenges.…”

Section: Methodsmentioning

confidence: 99%

“…The allocation of turns in interview situations can be markedly different from ordinary situations (e.g., Tracy andRobles 2009, 2013). Mundane group talk cer tainly includes questions and selections of next speakers to provide answers; but it would be strange if someone at a dinner table asked a question, and then each other person answered one at a time, one after another, in seating order.…”

Section: Doing Interviewing Doing Conversationmentioning

confidence: 99%

Interactional formats and institutional context: a practical and exploitable distinction in interviews

Robles

2014

Text &Amp; Talk

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This paper applies practically oriented discourse analysis to focus group interviews using conversation analytic principles to show how interac tional qualities demonstrably different to analysts are also treated as such by participants. We take a grounded practical theory perspective to claim that the empirical and a practical distinction is an exploitable resource for participants, with important implications for the goals of research interviewing, interviewee participation in focus groups, and analyses thereof. We identify participant tech niques for doing and attending to conversational and institutional interaction formats, including turntaking organization, embodied acts, addressivity, and emotion displays, and how those techniques allow participants to coconstruct emergent stances alongside answering questions.

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“…The analysis employed in this paper combines influences from action implicative discourse analysis (Tracy, 1995) and an embodied/multimodal/microethnographic style of conversation analysis (e.g., Fox, 1999;Goodwin, 2007;Heath 2002). Action implicative discourse analysis is a grounded practical theory (Craig and Tracy, 1995) approach to discourse analysis.…”

Section: An Analysis Of Gifting Occasionsmentioning

confidence: 99%

Troubles with assessments in gifting occasions

Robles

2012

Discourse Studies

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This paper analyzes gift-exchange occasions as both a sequentially organized activity, and as a ritual practice imbued with social and cultural meaning. Specifically, the paper focuses on the role of assessments in gifting sequences, the distribution of assessments across participants, and some of the possible troubles which can arise in doing assessments of gifts based on discourse analysis of 44 gifting situations in one family's 30 home videos spanning 13 years. I argue that participants encounter difficulties in the process of proffering assessments of gifts, and that such troubles revolve around the dilemma of constructing positive assessments as authentically given.The analysis discusses the organization of action in gifting occasions, outlines the expectations and dilemmas involved in doing assessments of gifts, and presents participants' discursive practices for managing potential troubles in gift assessment. Key wordsGifting, discourse analysis, ritual, morality, assessments, authenticity, alignment, communication dilemmas Assessments in Gifting 3Bio note: Jessica S. Robles (PhD, University of Colorado at Boulder) is a lecturer at the University of New Hampshire. Her research looks at discursive and embodied communicative practices, particularly with regard to morality, trouble and conflict, in various institutional, interpersonal, and cultural contexts. Assessments in Gifting 4 Troubles with assessments in gifting occasionsThe giving and receiving of gifts is a practice which is both ordinary and special, one with its own cultural, social, and relational expectations. Occasions for gift exchange are organized and orderly, yet fraught with assumptions and face demands. This paper analyzes giftexchange occasions as a sequentially organized activity and as a ritual practice imbued with social and cultural meaning. The paper focuses on the role of assessments in gifting sequences, the distribution of assessments across participants, and some of the possible troubles which can arise in doing assessments of gifts. Based on discourse analysis of 44 gifting situations in a collection of one family's 30 home videos spanning 13 years, I argue that gift recipients, givers and onlookers encounter difficulties in the process of proffering assessments of gifts. These include interactional dilemmas, involving choices in what to say and how to say it, as well as sequential concerns with the placement and production of assessments. The care with which assessments are collaboratively constructed, and the trouble participants may confront doing so, indicate an ideal of authenticity which underlies gifting occasions and which is at odds with the social expectation that gifts must be assessed positively.The next section covers the site of the gift-exchange occasion as a ritual practice and a sequentially organized activity, then reviews assessment as central to gifting. The section thereafter outlines the methodological approach, then presents the analysis of examples from 44 giftings, beginning with the sequential...

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Action-Implicative Discourse Analysis

Cited by 111 publications

References 19 publications

Sentinels guarding the grail: Value-added measurement and the quest for education reform

Sentinels guarding the grail: Value-added measurement and the quest for education reform

Interactional formats and institutional context: a practical and exploitable distinction in interviews

Troubles with assessments in gifting occasions

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