Interactional power: observing and identifying power in interaction analyses of adult education situations depending on power notions and data types.

Autor/in	Nolda, Sigrid
Titel	Interactional power: observing and identifying power in interaction analyses of adult education situations depending on power notions and data types.
Quelle	In: European journal for Research on the Education and Learning of Adults, 5 (2014) 1, S. 97-109Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2000-7426
URN	urn:nbn:de:0111-opus-89662
Schlagwörter	Empirische Forschung; Bildungsgeschichte; Interaktionsanalyse; Verbale Kommunikation; Verhalten; Beratung; Schüler-Lehrer-Beziehung; Interaktion; Macht; Erwachsenenbildung; Volkshochschule; Teilnehmer; Hierarchie; Deutschland; Deutschland-BRD
Abstract	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. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2014/3