Analysing comunicative action in institutions: where the cultural historical shapes the interactional :Analysing comunicative action in institutions: where the cultural historical shapes the interactional Harry Daniels The Centre for Sociocultural and Activity Theory Research University of Bath, UK h.r.j.daniels@bath.ac.uk


Correctly judged discriminations by both of two observers :Correctly judged discriminations by both of two observers


ongoing analysis of workshop data from the emergent network :ongoing analysis of workshop data from the emergent network In each case study we carried out six two hour developmental workshops over one year. Workshops comprised the practitioners who were working together or were moving towards working together. Key concept in workshop is dual stimulation – we used AT and cognate concepts to stimulate their reflections on their present and future work.


Analysis of communicative action gives three lines of analysis of those concerns :Analysis of communicative action gives three lines of analysis of those concerns 1. The realization of the workshops as analytic object ie., the interactive organisation of the workshops and what its sequential organisation tells us about the emergent organisation of workshop as an intervention strategy, and 2. The emergent engagement of participants. 3. The particular focus of the D-analysis grew out of a concern to examine the emergence of what-it-is-to-learn in multi-agency settings as an analytic object across the workshops.


Slide 20:Multi-centred study - 4 Multi-site - 3 + Northern Ireland Liberton Seaside Wildside The analytic challenge Multi-researcher (9 -14) Multi-temporal Oxford University


Slide 21:Key data Workshops in each case study site - audio visual recordings of six two hour workshops over one year workshops comprised the practitioners who were working in multi-agency settings or were moving towards MAW Workshop material or ‘Mirror data’ analysis top down selective ‘structural’ analysis, using CHAT and cognate concepts to stimulate discussion of past, present and future work - dual stimulation


Slide 22:Communicative analysis however, in order to identify evidence trails in this multi-site and multi-centred study over time of professional learning in multi-agency settings needed a ‘bottom-up’ comprehensive analysis of audio-visual recordings of workshops focussing on the sequential and contingent organisation of emergent distinctions distinctions that make the difference for participants describing and refining what-it-is-to-do multi-agency work learning as ‘differences that make the difference’


Slide 23:Particular analytic challenges how to orient site research teams to read the data as performative communicative action move beyond talk as a mode of representation we needed workable analytic heuristic or rubric for the analysis of workshop talk as performative action


Slide 24:What is the D - Analysis? a way of examining the sequential organisation of workshop talk tracking the emergent distinctions that made the difference in learning what-it-is-to-do multi-agency across the workshops at each site emergent examples and issues in terms of a unit of analysis as cycles of: > diexis > delineations >deliberations >departures > developments >


Slide 25:D-Analysis the sequential organization of learning related talk • Deixis (indication): ‘pointing to’ an issue during conversation, drawing attention towards a particular problem • Delineation and definition: elaboration of the issue through others’ reactions - sense making and qualifications • Deliberation: refocusing the elaboration process towards reaching an agreement - eg., actioned through consensus building, such as by evoking local situation/knowledge, or building a consensus based on general principals. • Departure: a shift towards a qualitatively different position where new positioning of participants is made visible • Development: finding a ‘tool’ from within the previous workshop conversation or identifying a solution to an specified problem - making something stick


Slide 26:Wildside - coordinating presence at key meetings in relation to PEP’s - Sequential emergence of distinctions (differences) that make the difference in MAW DW5 (Video 1:02:06 - 1.0.4.29) J L [LIW] The idea of having the right information there, as you said the educational report either isn't- either the person isn't represented or the report isn't there and social work, you know whoever, the medical input. And even when you get this one nurse she's not going to be at all these reviews, so you need- A B [nurse] No the one nurse is going to do the most hard to reach set of young people, that's really going to be her main target area, and look at addressing some of the wider things like the teenage pregnancy in 'looked after' children, some sexual health issue and things like that is going to be her main remit. Because I think for the younger age group the school nurses are pretty well tied in, for the pre-schoolers the foster carers take children for appointments. Deixis - pointing - NEW ‘SYSTEM’ FOR LIASING WITH PARENTS We are having a change um in the way that children come to health appointments for 'looked after' in that the social workers are now going to know when the child is going to be due a medical review and arrange with the parent, the foster carers to ring up for an appointment. [talking together] Delineation - qualification - REFORMULATING THE BASIS OF THE NEW ‘SYSTEM’ P C [social worker] Sorry, I wasn't- just correcting that [inaudible ñ 01:03:20] what will happen is that a letter will automatically go out to the foster carers or the residential staff. Deliberation - consensus - RATIFYING THE REFORMULATION A B [nurse] Yes, and copy letters to- Deliberation - orderability - ESTABLISHING THE ORDERABILITY OF ACTION P C [social worker] With a copy letter to the social worker. There's no extra task for the social worker. Departure - POSITIONING C M [social worker] Are we sharing this today, is this new- Development - TO BE ESTABLISHED AS THE CASE IN THE FUTURE P C[social worker] Well I understand it's come- I mean it's just being introduced I think this month, or in September so it's not quite this month, you know, it's just been introduced in September. But two months before an appointment is due a letter goes out to foster carers or residential staff and then they make an appointment to suit the child and the carers. And therefore we get fewer missed appointments.


Slide 27:Some analytic resources for transcript recording iterations HyperResearch+DSS Player


Slide 28:Seaside concept formation time lines


The agenda :The agenda Subject – grounded in structural material analysis Discourse in terms of the context of production Emotional aspects of change as integral