Talking Matters: Studying the Use of Interdependencies of Individual and Collective Action in Youthful Learning  

Oleh:

Middleton, David

Jenis: Article from Books - E-Book
Dalam koleksi: Joining Society Social Interaction and Learning in Adolescence and Youth, page 204-215.
Topik: Objects of Learning; Social Practices of Learning; Visibility and Learning; Vernacular and Institutional Learning; Improvisation and Reasoning
Fulltext: Talking Matters Studying the Use of Interdependencies of Individual and Collective Action in Youthful Learning.pdf (348.36KB)

Isi artikel

Although my research is not directly focused on issues of learning and interaction in youth and adolescence, there are implications for the sort of research agenda that might be pursued in that area. My work examines how, in our interactions with others, we identify and use past experience, and in particular how we establish continuity and change in the social organization of our lives in social groupings and organizational settings. I am particularly interested in howwe use interdependencies of experience as both individually and collectively relevant. For example, projects concerned with multiprofessional teamwork in hospital settings (Middleton, 1996) and with families talking about the signi?cance of holiday photographs (Middleton & Edwards, 1990) examined what it is to be a “team” or a “family.” Such studies are both occasioned and made relevant in designating and claiming experience as individually and collectively accountable. Such an approach can be applied to a consideration of social interactions and learning in adolescence and youth. For example, we can examine how what-it-is-to-be-young is used as a conceptual resource in communicative activity concerning social interaction and learning in adolescence and youth. We do not need to describe a priori the conditions that de?ne what it is like to be young. We can study how joining society is accomplished in terms of talk in which the topic of concern is what-it-is-to-be-young. We can examine possibilities of experience that may or may not be attributed to such a category. The argument is that you cannot separate the condition of being young from the ways in which what-it-is-to-be-young discursively resources the very practices in which youthful membership is sought and accomplished.

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