Kogenerativer Dialog und Metalog: Die Reflexivität von Prozessen und Genres

Autor/innen

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

DOI:

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

Schlagworte:

kogenerativer Dialog, Metalog, Interview, kollektive Erinnerung, Reflexivität, Genre

Abstract

Im Verlauf unserer kollaborativen Forschung entwickelten wir den kogenerativen Dialog und den Metalog als Formen, Forschung zu betreiben und zu veröffentlichen. In dem Beitrag stellen wir diese Formen des In-der-Welt-Seins qualitativer Forschung beispielhaft dar, indem wir sie als Prozesse der Textkonstruktion nutzen und zugleich, auf reflexive Weise, für die Darstellung der Produkte dieser Prozesse. Unser Ansatz beinhaltet insoweit auch die Möglichkeit kollektiver Erinnerung, in der die Stimmen der einzelnen Teilnehmenden weiter existieren anstatt in der Stimme eines einzigen kollektiven Autors zu verschwinden. URN: urn:nbn:de:0114-fqs040370

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Autor/innen-Biografien

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.

Veröffentlicht

2004-09-30

Zitationsvorschlag

Roth, W.-M., & Tobin, K. (2004). Kogenerativer Dialog und Metalog: Die Reflexivität von Prozessen und Genres. Forum Qualitative Sozialforschung Forum: Qualitative Social Research, 5(3). https://doi.org/10.17169/fqs-5.3.560

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