Well I survived the hospital, although I suspect that the doctors and
students who make rounds every morning will hope that a doctor/patient
doesn't come along again soon. Every interaction we had I really tried
to subvert the dialectics of voice/power, and it created havoc with the
genre. All I had to do was ask questions requiring analytical reasoning,
and the script was side-tracked. I was spposed to anser questions, and not
to participate in the "pedagogy" of rounds. I learned lots lying there about
il/legitimate peripheral participation.
I have a favor to ask:
In the context of the research on gender and new information technologies
that i am doing with Suzanne de Castell, (described in MCA. 3(2)), we are
looking at how teachers jointly manage the activity of learning how to use
computers and other tools in the production of web-pages. Could anyone point me
in the direction of (either or both) a good observation protocol or a good
coding scheme for looking at interaction/discourse.
Thanks much
Mary
Mary Bryson, Associate Professor, Education/UBC
brys who-is-at unixg.ubc.ca
Principal Co-Investigator: GenTech Project
www.educ.sfu.ca/gentech/index.htm