1. 1 Incident-Analysis Theoretical background, conceptual remarks on a key-category of REDCo-classroom-analysis - PD Dr. Thorsten Knauth - * Workshop „Research Methods and Empirical Fieldwork“, Granada, 25.5.2006

2. 2 Relevance of classroom-analysis Pupils´ perspectives are decisive for our focus: finding methods to deal with religious and cultural heterogenity We don´t know much about structures of classroom-interaction

3. 3 Possibilities of classroom-analysis Direct insight into interaction in classroom Observation and analysis of interactive patterns in statu nascendi Analysis on possibilities and limitations of dialogue in classroom

4. 4 Analysis on the views of pupils according to te REDCo-application All projects will analyse RE at school in the 14-16-year age group Analysis of interaction patterns in the classroom based on participant observation and videotaped RE-lessons

5. 5 „ We will focus on incidents exemplifying both successful dialogue and conflict in lessons“

6. 6 Critical questions How can incidents be defined and selected? How can we avoid restricting ourselves to one method of interpretation?

7. 7 1.The interpretive approach of classroom-analysis 2. Incidents: term and methods of analysis.

8. 8 Interpretive approach of classroom-analysis Classroom analysis Theory of Speech acts/ communication theory Ethnometho dology Symbolic interactionism

9. 9 Classroom-analysis Focussed on communication and interaction in classroom Methodological perspective: to reconstruct the perspective of the participants All activities in classroom are symbolic actions and interactions Hermeneutical perspective of the approach

10. 10 Basic aspects Teaching and learning in RE as symbolic interaction The relevance of the context Interpretation as reconstruction

11. 11 1.Teaching and learning as symbolic interaction All activities in classroom are part of complex procedures of communicative action within the frame of an institution Participants act on the basis of rules and structures which form a constantly renewed „social order“ Doing classroom-analysis means to describe the daily negotiation of meaning

12. 12 2. The relevance of the context The contextuality of each communicative action is taken into consideration, which means: each act of speech is to be analysed in it´s interactive environment Indexicality: the way communicative action is embedded in structures of time, space, situation and knowledge of daily life

13. 13 3. Interpretation as reconstruction Interpretive research of classroom- interaction wants to make clear how interaction functions by reconstructing the process of meaning-making.

14. 14 Interpretive classroom-analysis and interpretive approach of RE Classroom-analysis:  Active and meaning- making role of the subject  Relevance of the context Interpretive approach (Jackson 1997, 2004)  Interpretation:Religious practise as meaning- making process  Representation: how is religion embedded in actions, life-world practise etc.?

15. 15 The „coldness-scene“- example for an incident

16. 16 Incidents – some remarks on the term 1.„Phenomenon“ (H. Mehan 1979): an event during the course of interaction which is relevant for the participants themselves 2.„Surprising phenomenons“ (S. Heil/ H.G. Ziebertz 2003): sequences in interaction which can´t be explained immediately and can´t be deducted from theory.

17. 17 Incidents- remarks on the term 3. „cases“ (eg.Kallmeyer/ Schütze 1976): examples for special interactive patterns beneath the surface of interaction 4. „Critical Incidents“ (D. Tripp 1993): critical events in the lesson with a challenge for professional judgement on teaching.

18. 18 Incidents- remarks on the term 5. Incident as key-category for classroom- research (Gogolin/Kroon 2000): incidents are phenomenons on the surface of interaction, which can tell something about the deeper structure of an interactive situation – like an iceberg looming with it´s peak out of the water.

19. 19 „ In the concept of incident-analysis an incident, for example in a teaching- lesson, represents a hidden aspect of the overall structure of the interactive happening. It serves as a key for comprehending the overall context, which is deeply rooted in the pedagogic tradition and the cultural concepts of the concerned country.“ (Herrlitz 1994, S.13)

20. 20 Incident- remarks on the term Summary Incidents are unusual, sometimes critical events on the surface of interaction. They are „little peaks“ looming out of the stream of interaction. Incidents are selected on the basis of open observations which are guided by basic questions. Incidents are cristallisations of a problem which is related to the basic question of the research (e.g.: dialogue and conflict).

21. 21 Method of analyzing incidents Making decisions on the basis of criteria: which lessons should be recorded? Videotaping the lesson, Reviewing the lesson via tape: Pre- selection of „incident-suspicious“, sequences – guided by the basic question of research, Making a list with preliminary descriptions of the sequences,

22. 22 Describing the context; delimitation of the incidents by embedding them in the course of Interaction Exact transcription on the basis of a simple transcription guide Paraphrasis of the sequence and preliminary interpretation Interpretation in detail by using the transcription

23. 23 Enlarging the interpretation by adding different „readings“ of the incident Enlargement of the analysis:  search for incidents with a similar structure;  search for incidents which can contrast the Interpretation, Comparative analysis

24. 24 Is Incident-Analysis compatible with ethnographic research? According to C. Geertz [1973] an ethnographic description of culture is: -Interpretive -Interested to discover the procedure of the social discourse -documentary (it snatches away the event from the transitory moments) -microscopical („intense aquaintance with tiny little things“)

25. 25 Incident-analysis is in touch with the ground of facts and phenomenons. Incident-Analysis is „thick description“(C.Geertz)