This study analyses sequences where people with dementia are positioned as third parties in stories about their own lives. Previous research emphasises how people with dementia are frequently excluded from social encounters, and how others tend to speak for or about them in their co-presence. Drawing on conversation analytic methods when analysing 15 video recorded interviews with Swedish couples living with dementia, we argue that telling stories in which a spouse with dementia is positioned as a third party in his (...) or her co-presence does not have to be an activity of exclusion. Rather, among couples, third-party positioning is a multifaceted activity where couples employ different practices to organise participation frameworks and manage both inclusion and exclusion in talk-in-interaction. Furthermore, we show how participants display joint speakership and counteract actions of exclusion by making use of various communicative resources such as gaze, touch and bodily orientation. (shrink)

The present study examines 1- to 5-year-old children’s emotion socialization in an early childhood educational setting (a preschool) in Sweden. Specifically, it examines social situations where teachers respond to children’s negative emotional expressions and negatively emotionally charged social acts, characterized by anger, irritation and distress. Data consist of 14 hours of video observations of daily activities, recorded in a public Swedish preschool, located in a suburban middle-class area and include 35 children and five preschool teachers. By adopting a sociocultural perspective (...) on children’s development and socialization, the study examines the communicative practices through which the expressions of negative emotions are responded to and the norms and values that are communicated through these practices. The data are analysed by using multimodal analysis of interaction that provides a tool for detailed analysis of participants’ verbal and embodied actions and sense-making. The analyses show that teachers responded to children’s negatively charged emotional expressions as social acts (that were normatively evaluated) and the adults instructed children how to modify their social conduct (rather than deploying explicit discussions about emotions). The teachers used communicative genres that prioritized general moral principles and implemented the non-negotiability of norms over individual children’s emotional-volitional perspectives and individual preferences. The teachers’ instructive socializing activities were characterized by movement between multiple temporal horizons, i.e., general (emotional) discourse that transcended the here-and-now, and specific instructions targeting the children’s conduct in a current situation. The study discusses how emotion socialization can be related to the institutional characteristics and collective participatory social conditions of early childhood education. (shrink)

This conversation analytic study investigates how couples manage conflicting knowledge claims when one of the persons has dementia. The data are video-recordings of 16 couples talking with a third party. The analysis focuses on the negotiation of epistemic rights, more precisely how partners initiate repair and correct claims made by the PWD on matters belonging to the latter’s epistemic domain. We identified three main practices for correcting the PWD: correcting the statement, thereby claiming epistemic authority for oneself and denying it (...) to the PWD, inviting the PWD to self-correct, thereby attributing some epistemic authority to the PWD, and disagreeing and providing reasons for one’s alternative claim, establishing a more symmetric epistemic gradient. The PWDs responses to the corrections displayed different degrees of acceptance, ranging from self-denigration to resistance and insistence. (shrink)

This study takes an interest in instructions and instructed actions in the context of manual skills. The analysis focuses on a video recorded episode where a teacher demonstrates how to crochet chain stitches, requests a group of students to reproduce her actions, and then repeatedly corrects the attempts of one of the students. The initial request, and the students’ responses to it, could be seen as preliminary to the series of corrective sequences that come next: the request and the following (...) attempts make it possible for the teacher to launch instructional sequences specifically designed and addressed to the students who need further guidance. In the interaction between the teacher and the novice student, the reasoned character of the instructed actions is not explained so much as installed and tuned. The materiality of the project makes it possible for the two parties to methodically and meticulously adjust their actions in accordance with each other, and towards the gradual realization of the aimed-for results. In connection to this, a number of issues pertaining to the reproducibility and recognizability of manual skills are raised: how instructions-in-interaction orient towards the progression of the skill rather than the interaction itself; how attempts by and mistakes of the instructed party provide grounds for further instruction; and, consequently, how instructions in the form of corrections build on the instructor’s continuous assessments of the instructed actions. (shrink)