Morality in the Social Interactional and Discursive World of Everyday Life

Turowetz, Jason; Maynard, Douglas W.

doi:10.1007/978-1-4419-6896-8_27

Cited by 25 publications

(21 citation statements)

References 56 publications

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“…Bergmann 1998;Buttny, 1993;Jayuusi 1991;Stokoe & Edwards, 2007;Tholander 2002). It is also important to note that in the analysis morality is portrayed as an exclusively discursive accomplishment and without reference to inner psychological structures (Drew, 1998;Turowetz & Maynard, 2010). Crucially, the goal is to examine morality in interaction and distinguish it from the morality of interaction.…”

Section: Ethnomethodological Approach(es) To Studying Morality As a Pmentioning

confidence: 99%

“…In addition, what people do in interaction is complex, unforeseeable, and is often related to issues of social identity, power relations, and broader social and cultural processes (e.g. Packer & Scott, 1992;Tappan, 2006;Turowetz & Maynard, 2010).…”

Section: Challenging the Cognitive Modelsmentioning

confidence: 99%

“…Therefore, the practice of accountability affords the local construction of participants' moral identity (Sterponi 2009;Turowetz & Maynard, 2010;Zimmerman, 2008). The other type of moral action related to this phenomenon concerns responsibility.…”

Section: Cogni Ve Approachmentioning

confidence: 99%

“…This means moving away from the positivist approach of categorizing children according to stages and developmental expectations, and indicates a shift of focus from cognition and inner thoughts to the interactive and visible aspects of morality and collaborative process of language use in everyday life. In this perspective, morality is not seen as a pre-existing property of the individual mind, but one built and realigned through talk and interaction (Bergmann, 1998;Turowetz & Maynard, 2010). In other words, the present study treats morality as a social and cultural rather than primarily internal psychological phenomenon (e.g.…”

Section: Introductionmentioning

confidence: 96%

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‘Cheaters and Stalkers’: Accusations in a classroom

Niemi

Bateman

2014

Discourse Studies

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This article explores accusations as collaboratively accomplished in classroom peer interactions in the absence of a teacher. The analysis shows how the children use local classroom rules and teacher authority as resources and warrants to invoke multi-layered moral orders and identities, and hold one child accountable through accusations about their behavior. The accused children are categorized in a duplicative way with morally degrading descriptions and as out-group members. This article argues that understanding children’s accusations requires understanding of how such interactions compose and reflect the school context that is co-produced through the implementation of accountable ways in which to behave.

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Section: Ethnomethodological Approach(es) To Studying Morality As a Pmentioning

confidence: 99%

Section: Challenging the Cognitive Modelsmentioning

confidence: 99%

Section: Cogni Ve Approachmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 96%

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‘Cheaters and Stalkers’: Accusations in a classroom

Niemi

Bateman

2014

Discourse Studies

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“…In many ways, morality is at the center of the ethnomethodological perspective (Turowetz and Maynard 2010 ). Garfi nkel always stressed that the social order was a moral order founded on mutual trust that others will act as expected.…”

mentioning

confidence: 99%

Ethnomethodology and Social Phenomenology

Turowetz

Hollander

Maynard

2016

Handbooks of Sociology and Social Research

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"Ethnomethodology," a term coined by the American sociologist Harold Garfi nkel in the 1950s (Garfi nkel 1967 : 11), represents a theoretical paradigm that emerged out of his thinking from the 1940s onward. From its inception, ethnomethodology was infl uenced by and in dialogue with the philosophy of phenomenology, particularly the social phenomenology developed by Alfred Schütz and later popularized by his students. To understand and appreciate the core precepts of ethnomethodology, then, familiarity with the basic features of phenomenology is necessary. At the same time, in tracing the evolution of ethnomethodology and its relationship with phenomenology, we can also see how ethnomethodologists advanced the theories of phenomenologists by grounding many of their fundamental insights in empirical results and "re-specifying" key concepts. As we will see, such re-specifi cation (Garfi nkel 1991 ) entails (re)-describing social phenomena in terms of the observable, concrete, and concerted practices of society's members, or what Garfi nkel calls "members' methods."This chapter has two principal aims. First, it provides a comprehensive overview of classic and contemporary research in ethnomethodology. In this we proceed chronologically, beginning with Garfi nkel's earliest work and then tracking its development, by both Garfi nkel and his students, in the latter part of the twentieth century through to contemporary theoretical and empirical projects in the ethnomethodological tradition. Second, we emphasize the ongoing dialogue and reciprocity between ethnomethodology and social phenomenology. Thus, while our major focus is ethnomethodology, we also review key developments in philosophical and social phenomenology, particularly with respect to their infl uence on Garfi nkel and their re-specifi cation by ethnomethodologists. Accordingly, the chapter starts with a discussion of phenomenology's origins and evolution, its development by Schütz in a sociological direction, and its further development and popularization by his students, most notably Peter Berger and Thomas Luckmann ( 1966 ). Further, as the chapter proceeds, we address contemporary ideas and advances in social phenomenology as these become relevant to our exposition. It is worth noting from the outset, though, that by the 1990s, social phenomenology had largely merged with other microsociological paradigms in a kind of "theoretical syncretism" (Flaherty 2009 ) that variously mixed phenomenology with elements of symbolic interactionism, Goffmanian micro-structuralism, and

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The New Sociology of Morality and Morality in Practice

Abbott

2019

The Self, Relational Sociology, and Morality in Practice

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Morality in the Social Interactional and Discursive World of Everyday Life

Cited by 25 publications

References 56 publications

‘Cheaters and Stalkers’: Accusations in a classroom

‘Cheaters and Stalkers’: Accusations in a classroom

Ethnomethodology and Social Phenomenology

The New Sociology of Morality and Morality in Practice

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