"We Don't Say That Word out Loud": A Grounded Practical Theory for Analyzing Difficult Data in Language and Social Interaction Classrooms

Autor/inn/en	Winchatz, Michaela R.; Sprain, Leah; Poutiainen, Saila; Ho, Evelyn Y.
Titel	"We Don't Say That Word out Loud": A Grounded Practical Theory for Analyzing Difficult Data in Language and Social Interaction Classrooms
Quelle	In: Communication Education, 72 (2023) 2, S.147-167 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Winchatz, Michaela R.) ORCID (Sprain, Leah) ORCID (Poutiainen, Saila) ORCID (Ho, Evelyn Y.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0363-4523
DOI	10.1080/03634523.2022.2148708
Schlagwörter	Speech Acts; Student Attitudes; Classroom Communication; Audio Equipment; Grounded Theory; Interpersonal Communication; Video Technology; Social Theories; Communications; Intercultural Communication; Teaching Methods; Discourse Analysis; Language Usage; Ideology; Graduate Students; Undergraduate Students; Ethnography; Cross Cultural Studies; Foreign Countries; Doctoral Students; Racism; Transcripts (Written Records); Data Analysis; Course Descriptions; International Education; Seminars; United States; Finland (Helsinki) + Suchen Sie Ihr Suchwort? Sprechakt; Schülerverhalten; Klassengespräch; Audio-CD; Interpersonale Kommunikation; Gesellschaftstheorie; Nachrichtenwesen; Interkulturelle Kommunikation; Teaching method; Lehrmethode; Unterrichtsmethode; Diskursanalyse; Sprachgebrauch; Ideologie; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Ethnografie; Cultural comparison; Kulturvergleich; Ausland; Doctoral studies; Doctorate studies; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Doktorand; Doktorandin; Rassismus; Auswertung; Kursstrukturplan; Internationale Erziehung; Seminar; USA
Abstract	In this article, we use grounded practical theory to develop a practical theory for using "difficult data" in Language and Social Interaction university classes. "Difficult data" are transcribed, audio/video-recorded data that contain language and ideologies that could be offensive, bigoted, or otherwise disturbing. We provide contextual literature for understanding the pedagogical tensions around using these data from communication pedagogy research as well as social theory for handling the language within the data. We base our analysis on various types of data from academia: an international/intercultural pedagogical speech event, student surveys, field notes, interview, and recordings of classroom instruction using difficult data. We provide a practical theory focused on techniques for managing the central problem that instructors want students to analyze the social consequences of interaction without replicating the problematic impacts of discourse that make difficult data difficult. Our theory reveals four techniques including framing the data as difficult, surveying students before the class, using already-published research data, and metacommunicating about these dilemmas. These techniques do not promise inviolability, but instructors can foster deliberative reflection/co-orientation about classroom interaction that considers whether the use of difficult data can help students develop analysis-informed praxis. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01