2007
DOI: 10.1016/j.ijer.2007.09.005
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(Re)Formulating identities in the face of fluid modernity: An interactional ethnographic approach

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Cited by 26 publications
(13 citation statements)
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References 16 publications
(19 reference statements)
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“…In alignment with design research (Bradley & Reinking, ; Cobb et al., ), our analysis was guided by broader questions regarding workability and effectiveness of the program components and how the program seemed to benefit participants. To analyze the data and seek out patterns across the 15 hours of buddy interactions, we created event maps (Castanheira et al., ), which included student and teacher activity, transcription of student talk, and a column for analysis where we began using open and axial coding (Corbin & Strauss, ).…”
Section: Discussionmentioning
confidence: 99%
See 1 more Smart Citation
“…In alignment with design research (Bradley & Reinking, ; Cobb et al., ), our analysis was guided by broader questions regarding workability and effectiveness of the program components and how the program seemed to benefit participants. To analyze the data and seek out patterns across the 15 hours of buddy interactions, we created event maps (Castanheira et al., ), which included student and teacher activity, transcription of student talk, and a column for analysis where we began using open and axial coding (Corbin & Strauss, ).…”
Section: Discussionmentioning
confidence: 99%
“…To analyze the data and seek out patterns across the 15 hours of buddy interactions, we created event maps (Castanheira et al, 2007), which included student and teacher activity, transcription of student talk, and a column for analysis where we began using open and axial coding (Corbin & Strauss, 2008). During the open coding stage we identified discursive moves that fourth-grade BBs used to mediate literacy tasks with their kindergarten LBs.…”
Section: Discussionmentioning
confidence: 99%
“…Because we view language use and learning as socially situated, we were also influenced by work in Interactional Ethnography that illuminates moment-to-moment discursive moves as part of the social process of learning (Castanheira, Crawford, Dixon, & Green, 2001;Castanheira, Green, Dixon, & Yeagerb, 2007;Gee & Green, 1998). We view our work as ethnographic in the ways that we seek to learn about "the cultural knowledge, and cultural artifacts that members need to use, produce, predict, and interpret to participate in everyday life within a social group, e.g., a classroom, or a small group within a classroom" (Castanheira et al, 2001, p. 394).…”
Section: Discussionmentioning
confidence: 99%
“…His public declarations to this effect, coupled with a picture on the wall of the public bar of this relative standing on the threshold of the Six Tuns, substantially added to my stock among those who considered themselves to be proper villagers and now considered me likewise. In turn, my transition from being outside to inside this cultural fraction (see Castanheira et al 2007) made me more interesting to the new squirearchy, many of whom wanted to become more local. As one interviewee put it: I mean you're a local aren't you, but I can't say I am even if I have been in Eamesworth for over a decade now.... Perhaps I should bring a photo of my granny into the pub and put it next to the picture of yours.…”
Section: Trustmentioning
confidence: 99%