Co-generative Dialoguing and Metaloguing: Reflexivity of Processes and Genres

Authors

  • Wolff-Michael Roth University of Victoria
  • Kenneth Tobin The City University of New York

DOI:

https://doi.org/10.17169/fqs-5.3.560

Keywords:

cogenerative dialoguing, metalogu­ing, interviewing, collective remembering, reflex­ivity, genres

Abstract

In the course of our collaborative re­search we had evolved cogenerative dialoguing and metaloguing as forms of doing and writing re­search. In this contribution, we exemplify these ways of being in the world of qualitative research, drawing on these forms as processes to construct our text and, reflexively, as forms of representing the products of these processes. They therefore also constitute a form of collective remembering in which the voices of participants endure on their own rather than disappearing in the voice of a collective author. URN: urn:nbn:de:0114-fqs040370

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Author Biographies

Wolff-Michael Roth, University of Victoria

Wolff-Michael ROTH 8http://www.qualitative-research.net/fqs/impressum/roth-e.htm) is Lansdowne Professor of applied cognitive science at the University of Victoria. His interdisciplinary research agenda includes studies in science and mathematics education, general education, applied cognitive science, sociology of science, and linguistics (pragmatics). His recent publications include At the Elbows of Another: Learning to Teach by Coteaching (with K. TOBIN, Peter Lang, 2002), Science Education as/for Sociopolitical Action (ed. with J. DÉSAUTELS, Peter Lang, 2002), Being and Becoming in the Classroom (Ablex Publishing, 2002), and Toward an Anthropology of Graphing (Kluwer, 2003).

Kenneth Tobin, The City University of New York

Kenneth TOBIN is Professor of Urban Education at The Graduate Center of City University of New York. His research interests focus on the teaching and learning of science in urban schools, which involve mainly African American students living in conditions of poverty. A parallel program of research focuses on coteaching and cogenerative dialogues as ways of learning to teach in urban high schools and increasing the transformative potential of science education. The methodologies he employs include practices that cohere with theories from cultural sociology, the sociology of emotions and activity theory. His approach, which is largely critical ethnography, is augmented with micro-analyses that involve intensive research using videotapes.

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Published

2004-09-30

How to Cite

Roth, W.-M., & Tobin, K. (2004). Co-generative Dialoguing and Metaloguing: Reflexivity of Processes and Genres. Forum Qualitative Sozialforschung Forum: Qualitative Social Research, 5(3). https://doi.org/10.17169/fqs-5.3.560

Issue

Vol. 5 No. 3 (2004): Special Issue: FQS Interviews I

Section

Thematic Issue

License

Copyright (c) 2004 Wolff-Michael Roth, Kenneth Tobin

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

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