Interactional power: observing and identifying power in interaction analyses of adult education situations depending on power notions and data types
Since the 1970s, various aspects of power have been at the focus of theoretical and empirical adult education research. Despite the actual interest in political and discursive aspects of power, this article emphasizes the importance of interactional studies when observing and identifying power based...
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| Format: | Article |
| Language: | English |
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Linköping University Electronic Press
2014-04-01
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| Series: | European Journal for Research on the Education and Learning of Adults |
| Subjects: |
| _version_ | 1818253878088433664 |
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| author | Sigrid Nolda |
| author_facet | Sigrid Nolda |
| author_sort | Sigrid Nolda |
| collection | DOAJ |
| description | Since the 1970s, various aspects of power have been at the focus of theoretical and empirical adult education research. Despite the actual interest in political and discursive aspects of power, this article emphasizes the importance of interactional studies when observing and identifying power based on various types of data. As for German interaction studies, three phases can be distinguished, characterized by a) observations of failed participation based on records of classroom behaviour, b) the identification of mutual power negotiation in classroom and counselling situations based on transcriptions, and c) the identification of the power of physical settings in adult education classrooms and in counselling sessions based on visual data. It is presumed that observing/identifying power in adult education classrooms and counselling sessions generally depends not only on the notions of power underlying the studies but also on the data types produced and the methods applied for their interpretation. In addition, the question is raised whether the identification of power can be considered a power practice used by adult education researchers. |
| first_indexed | 2024-12-12T16:47:04Z |
| format | Article |
| id | doaj.art-169953c2154843d3a890e67c55adf555 |
| institution | Directory Open Access Journal |
| issn | 2000-7426 |
| language | English |
| last_indexed | 2024-12-12T16:47:04Z |
| publishDate | 2014-04-01 |
| publisher | Linköping University Electronic Press |
| record_format | Article |
| series | European Journal for Research on the Education and Learning of Adults |
| spelling | doaj.art-169953c2154843d3a890e67c55adf5552022-12-22T00:18:27ZengLinköping University Electronic PressEuropean Journal for Research on the Education and Learning of Adults2000-74262014-04-01519710910.3384/rela.2000-7462.rela9027Interactional power: observing and identifying power in interaction analyses of adult education situations depending on power notions and data typesSigrid Nolda0Technical University Dortmund, GermanySince the 1970s, various aspects of power have been at the focus of theoretical and empirical adult education research. Despite the actual interest in political and discursive aspects of power, this article emphasizes the importance of interactional studies when observing and identifying power based on various types of data. As for German interaction studies, three phases can be distinguished, characterized by a) observations of failed participation based on records of classroom behaviour, b) the identification of mutual power negotiation in classroom and counselling situations based on transcriptions, and c) the identification of the power of physical settings in adult education classrooms and in counselling sessions based on visual data. It is presumed that observing/identifying power in adult education classrooms and counselling sessions generally depends not only on the notions of power underlying the studies but also on the data types produced and the methods applied for their interpretation. In addition, the question is raised whether the identification of power can be considered a power practice used by adult education researchers.Power; empirical research; interaction; classroom; counselling |
| spellingShingle | Sigrid Nolda Interactional power: observing and identifying power in interaction analyses of adult education situations depending on power notions and data types European Journal for Research on the Education and Learning of Adults Power; empirical research; interaction; classroom; counselling |
| title | Interactional power: observing and identifying power in interaction analyses of adult education situations depending on power notions and data types |
| title_full | Interactional power: observing and identifying power in interaction analyses of adult education situations depending on power notions and data types |
| title_fullStr | Interactional power: observing and identifying power in interaction analyses of adult education situations depending on power notions and data types |
| title_full_unstemmed | Interactional power: observing and identifying power in interaction analyses of adult education situations depending on power notions and data types |
| title_short | Interactional power: observing and identifying power in interaction analyses of adult education situations depending on power notions and data types |
| title_sort | interactional power observing and identifying power in interaction analyses of adult education situations depending on power notions and data types |
| topic | Power; empirical research; interaction; classroom; counselling |
| work_keys_str_mv | AT sigridnolda interactionalpowerobservingandidentifyingpowerininteractionanalysesofadulteducationsituationsdependingonpowernotionsanddatatypes |