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|Title: ||Telling tales in and out of school: an analysis of experiential claims to knowledge|
|Authors: ||Smith, Ann|
|Issue Date: ||1998|
|Publisher: ||© Ann M. Smith|
|Abstract: ||I propose that education should not be a separately studied phenomenon, removed in
analyses from other knowledge-construction contexts. To enhance this proposition I
gather my data on experiential claims to knowledge from a range of contexts.
I consider the main proponents of traditional research in education and attempt to
show how traditional models of experience in the acquisition of knowledge are based
upon a partial adoption of the participants' categories themselves.
Then, an alternative model of experience is introduced -a discursive model based
upon all the concerns of participants, not now seeing them as 'truths' but as positions.
We do not now talk of knowledge being acquired, but rather as being constructed. The
form and function of the invocation, of the legitimation and of the countering of
experiential claims are examined using a discourse/conversation analytic approach,
greatly influenced by the work of Harvey Sacks, which was developed in the 1960s and
1970s (although I give less attention to the specifics of talk organization than he does).
Garfinkel's ethnomethodology was the main precursory influence on this kind of
discourse/conversation analysis. Also, philosophical views on language, developed by
the later Wittgenstein, were influential to it.
Knowledge and experience are viewed not as possessions of individuals or groups
of individuals, but as constituted locally in talk, through cultural resources which we, as
humans, have at our disposal. Such constructions are context-sensitive and reflexively
context-constitutive. Accountabilities are addressed by the participants to the
production of unitary or multiple versions of knowledge; to the production of
consensual or conflicting versions of knowledge (see Chapter 3).
In this thesis, language is regarded not as a reflector of reality or psychological
processes, not as a medium or tool, but as a topic in itself, itself constituted in the
realities it constructs.
Viewed from this perspective, experience has many dimensions, all warranting the
validity of the knowledge claim and the experience; dimensions of participation in,
interpretation of, category entitlement to, construction of, knowledge, on the part of
the experiencer and subsequent tellers; as well as the dimension of passivity of the
experiencer in the face of objective 'reality'. Viewed from the perspective of the
traditional model of experience, formerly explicated, the co-existence of some of these
dimensions of experience often becomes untenable.|
|Description: ||A Doctoral Thesis. Submitted in partial fulfillment of the requirements for the award of Doctor of Philosophy of Loughborough University.|
|Appears in Collections:||PhD Theses (Social Sciences)|
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