This thesis studies how sick leave legitimacy is managed in interaction and develops an empirically driven conceptualization of ‘legitimacy work’. The thesis applies an ethnomethodological framework that draws on conversation analysis, discursive psychology, and membership categorization analysis. Naturally occurring interaction is examined in two settings: (1) multi-party meetings at the Swedish Social Insurance Agency, in which participants assess and discuss the ‘status’ of the sick leave and plan for work rehabilitation; (2) peer-based online text-in-interaction in a Swedish forum thread that gathers people on sick leave. The thesis shows how mental states, activities and alternative categories function as resources for legitimacy work. However, such invocations are no straight-forward matter, but impose additional contingencies. It is thus crucial how they are invoked. By detailed analyses of the interaction, with attention to aspects such as lexicality and delivery, the thesis identifies a range of discursive features that manage sick leave legitimacy. Deployed resources are also subtle enough to be deniable as legitimacy work, that is, they also manage the risk of an utterance being seen as invested or biased. While legitimate sick leave is a core concern for Swedish policy-making, administration, and public debate on sick leave, previous research has for the most part been explanatory in orientation, minding legitimacy rather than studying it in its own right. By providing detailed knowledge about the legitimacy work that people on long-term sick leave do as part of both institutional and mundane encounters, the thesis contributes not only new empirical knowledge, but a new kind of empirical knowledge, shedding light on how the complexities of sick leave play out in real-life situations. Traditional sociological approaches have to a significant extent treated legitimacy as an entity with beginnings and ends that in more or less direct ways relate to external norms and cognitive states, or that focus on institutions, authority or government. By contrast, the herein emerging concept ‘legitimacy work’ understands legitimacy as a locally contingent practicality – a collaborative categorially oriented accomplishment that is integral to the interactional situation.

Made available in DSpace on 2014-12-17T14:36:14Z (GMT). No. of bitstreams: 1 SandraMOS_TESE.pdf: 3908132 bytes, checksum: 84ff37c9d90b24de2e894bfc67ede983 (MD5) Previous issue date: 2010-12-14 / The dialogue represents an essential condition for the complete realization of the Communication. In Paulo Freire we find a concept of dialogue which expresses itself, fundamentally, in two dimension: on one hand, in the confluence of subjectivities; on the other, in action. Dialogue would not be, therefore, a thinking for , but a thinking with . On the other hand, the media, here understood as synonym of technical media of information and expression is spread all over society as synonym of communication media. In this direction, this paper intends to check if the media allows the dialogue, in the heart of the Freirean concept of communication. We start from the premise that it is not possible to come to an answer if we continue to accept the theoretical approach which polarizes the process of communication between emitter and receptor. By using elements of the ethnomethodology such as the analysis of the conversation and the reflexivity, we dived in the school everyday life of educators and students of an elementary level public school in the city of Natal, capital of Rio Grande do Norte, in order to, through some experiences with the media, corroborate Paulo Freire's ideas, stating the mediation made by the world and seeking a bias for the use of the media to enable a more dialogic education / O di?logo figura como condi??o essencial para a plena efetiva??o da Comunica??o. Em Paulo Freire, encontramos uma concep??o de di?logo que se expressa, fundamentalmente, em duas dimens?es: por um lado, no encontro de subjetividades; por outro, na a??o. O di?logo n?o seria, portanto, um pensar para , mas, um pensar com . Por outro lado, a m?dia, aqui compreendida como sin?nimo de meios t?cnicos de informa??o e express?o est? difundida na sociedade como sin?nimo de meios de comunica??o. Nessa dire??o, este trabalho tenciona verificar se a m?dia possibilita o di?logo, no seio do conceito de comunica??o freirerano. Partimos do pressuposto de que n?o ? poss?vel chegar a uma resposta, se continuamos a aceitar a abordagem te?rica que polariza o processo da comunica??o entre emissor e receptor. Utilizandonos de elementos da etnometodologia como a an?lise da conversa??o e a reflexividade, mergulhamos no cotidiano escolar de educadores e educandos de uma escola p?blica de Ensino Fundamental na cidade do Natal, capital do Rio Grande do Norte, para, atrav?s de algumas experi?ncias com a m?dia, corroborar as ideias de Paulo Freire, afirmando a media??o feita pelo mundo e buscando um vi?s para utiliza??o da m?dia no sentido de proporcionar uma educa??o mais dial?gica

Submitted by Rodrigo Miranda (rodmiranda02@gmail.com) on 2013-12-09T18:33:48Z No. of bitstreams: 1 Rodrigo Miranda.pdf: 612478 bytes, checksum: 71e496507dd2bce8ec290a067a967714 (MD5) / Approved for entry into archive by Suzinei Teles Garcia Garcia (suzinei.garcia@fgv.br) on 2013-12-10T17:29:52Z (GMT) No. of bitstreams: 1 Rodrigo Miranda.pdf: 612478 bytes, checksum: 71e496507dd2bce8ec290a067a967714 (MD5) / Made available in DSpace on 2013-12-10T17:31:55Z (GMT). No. of bitstreams: 1 Rodrigo Miranda.pdf: 612478 bytes, checksum: 71e496507dd2bce8ec290a067a967714 (MD5) Previous issue date: 2013-11-08 / The creative industries became to be focus of studies in the business field due to the interest awaken by the so called new economy, in the end of the 90’s. However, little has been explored about their forms of organization, in special the daily work of the people working in these companies. These people by lifestyle seek in the creative process your core activity. The notion of common sense one gets is that creative organizations are more flexible and dynamic than those of other sectors. Thus, studying how is the process of organizing and sense making in these organizations can bring practical and theoretical contributions on this perception. Considering this context, our goal in this thesis is to investigate the creation of meaning in the process of organizing companies in the creative industry in São Paulo. We surveyed 18 companies and four professional freelancers, adding up the total of 32 women working directly in the creative economy, in order to seek understanding about what they do, how they do and what meaning they attach to the creation and (re) creation their daily work and companies. This thesis greatly influenced by the ethnomethodological studies of the everyday life. Keeping this in view, we used the Process Theory and Ethnomethodology as foundations, which begins with the idea that the routine phenomenon and imperceptible day to day activities are fundamentals to understanding a larger temporal and spatial reality. It is in the everyday life that social relations are truly built. Following this guidance, this study sought to identify biographical elements of the participants of these companies and in the everyday life of creative industries, through non-participant observation, semi-structured interviews and document analysis. With this, we seek to establish an understanding of the process of organizing and sense making in this specific sector of the economy in order to contribute to the understanding of these organizations and the complexity of their dynamics. As a result, we could identify the sense making about the process of organizing in different occupational groups: professionals who work as managers move away from the creative process, artists deviate from the activities of management and organization, and managers seeking management activities for the development of organizations. We also observed that complex relationships are established in informal networks and new forms of labor exploitation that makes the sector is weak. Some organizations achieve stability because they are organized around networks of relationships, knowledge and action, so that the information and experiences circulate enabling reflections on what is made. Despite the perception that these organizations are flexible, the professionals themselves need much effort to keep the group together in the face of environmental uncertainties and difficulties. The organization, the people and the creative process remain uncertain and susceptible to changes that impact negatively in the maintenance of groups and social relations. / As indústrias criativas passaram a ser foco de estudos na área de Administração em virtude do interesse despertado pela chamada nova economia, no final dos anos 1990. No entanto, pouco foi explorado a respeito de suas formas de organização, em especial, o cotidiano do trabalho das pessoas que trabalham nessas empresas e que, por opção de vida, buscam no processo criativo sua atividade principal. A noção de senso comum que se tem é que as organizações criativas são mais flexíveis e dinâmicas do que aquelas de outros setores. Assim, estudar como se dá o processo de organizar e a criação de sentido nessas organizações pode trazer contribuições práticas e teóricas sobre essa percepção. Considerando esse contexto, nosso objetivo nesta tese é investigar a criação de sentido no processo de organizar em empresas da indústria criativa no município de São Paulo. Foram pesquisadas 18 empresas e quatro profissionais free-lancers, somando o total de 32 mulheres atuantes diretamente na economia criativa, com o intuito de buscar entendimento sobre o que fazem, como fazem e qual o sentido que atribuem ao à criação e (re)criação do seu cotidiano de trabalho. Esta tese teve grande influência dos estudos etnometodológicos sobre o cotidiano. Tendo isso em vista, utilizamos a Teoria do processo e a Etnometodologia como fundamentos, na qual se parte da ideia de que os fenômenos rotineiros e imperceptíveis do dia a dia são fundamentais para a compreensão de uma realidade espacial e temporal maior. É no cotidiano que as relações sociais são verdadeiramente construídas. Seguindo essa orientação, este estudo buscou a identificação de elementos biográficos dos participantes dessas empresas e do cotidiano das indústrias criativas, por meio de observação não participante, entrevistas semiestruturadas e análise documental. Com isso, buscamos estabelecer um entendimento sobre o processo de organizar e a criação de sentido nesse setor específico da economia, a fim de contribuir para o entendimento dessas organizações e da complexidade de sua dinâmica. Como resultados, podemos identificar a criação de sentidos no processo de organizar em grupos profissionais distintos: profissionais que trabalham como gestores se distanciam do processo criativo, artistas se afastam das atividades de gestão e organização, e gestores buscam atividades de gestão para o desenvolvimento das organizações. Observou-se também que relações complexas se estabelecem em redes de informalidade e de novas formas de exploração do trabalho que faz com que o setor se enfraqueça. Algumas organizações conseguem a estabilidade pelo fato de se organizarem em torno de redes de relacionamentos, de conhecimento e de ações, de modo que as informações e as experiências circulem possibilitando reflexões sobre o que se faz. Apesar da percepção de que essas organizações são flexíveis, os próprios profissionais necessitam de muito esforço para manter o grupo coeso frente às incertezas e dificuldades ambientais.

[pt] Esta pesquisa discutiu a produção de liderança, nas práticas relacionais de uma organização do movimento estudantil brasileiro, na qual foi realizada uma etnometodologia situada em múltiplas localidades onde a organização atua. Desde o retorno do movimento de pós-graduação à cena pública brasileira, em 2019, nas manifestações que ficaram conhecidas como tsunami da educação, contra os cortes orçamentários das universidades federais, o sistema nacional de pós-graduação brasileiro enfrenta o contingenciamento constante de recursos e cortes orçamentários de programas e projetos, que incidem direta e imediatamente sobre a realidade de seus atores. Nesse contexto, organizações representativas de pós-graduação protagonizam um papel importante na produção de práticas de organização, que oferecem às ações de seus participantes um tipo de direcionalidade favorável ao atendimento de suas demandas: liderança. No entanto, pensar a liderança para além das organizações clássicas comuns aos setores privados da sociedade civil empresarial, de modo a conceber suas práticas em estruturas organizacionais informais e descentralizadas, onde a figura de líderes heroicos e individuais desvanece, ainda é um desafio para o campo de pesquisa do fenômeno. Também é desafiador pensar as práticas de liderança fora do pressuposto de alcance de objetivos instrumentais definidos para o bom funcionamento das organizações. Esses desafios, entretanto, não apontam para inexistência da liderança, mas para existência de práticas não empresariais/gerenciais de organização relacionadas ao fenômeno ainda pouco compreendidas em organizações de resistência e luta social. A análise etnometodológica destaca duas práticas de liderança produzidas nas interações entre os participantes da organização estudada. / [en] This research discussed the leadership production in the relational practices of a Brazilian student movement organization in which an ethnomethodology located in multiple locations where the organization operates was carried out. Since the return of the postgraduate movement to the Brazilian public scene in 2019 during the manifestations known as tsunami da educação, against the federal universities budget cuts, Brazilian national postgraduate system face the constant contingency of resources and budget cuts for programs and projects which direct and immediately affect the reality of their actors. In this scenario, postgraduate representative organizations play an important role in producing organizing practices that offer to the actions of their participants a type of directionality favorable to the resolution of their demands: leadership. However, it is still a challenge for the field to think about leadership beyond the classic organizations usually found in private sectors of business-civil society, so as to conceive their practices in informal and decentralized organizational structures, where the figure of heroic and individual leaders fades. It is also challenging to think about leadership practices outside the assumption of achieving instrumental goals defined for the proper functioning of organizations. These challenges, nonetheless, do not indicate the non-existence of leadership, but the existence of non business/managerial organizing practices related to the phenomenon that are still poorly understood in resistance and social struggle organizations. The ethnomethodological analysis highlights two leadership practices produced in the interactions between the participants of the studied organization.

The purpose of this research was to study the lived experience of being a strategic leader, described as the black box of leadership, and to extend the limited research in this field. The researcher utilised the qualitative ethnographic methodology of direct observation, observing 138 discrete critical incidents that made up the lived experience of the five strategic leaders in the sample. The researcher further utilised observation tools from the field of Neuro Linguistic Programming, personal experiences, metaphors, allegories, analogies as well as deep personal introspection to make sense of the lived experience of the five CEOs. The primary research objective was to answer the question: What do CEOs do and how do they do it? A further related objective was to explore how they think about what they do. The research answered these questions by prising open the 'black box' of the lived experience of the strategic leader. The result of the research is the pure leadership spider web model. The pure leadership spider web model breaks down the lived experience of the strategic leader, the content of the black box, into eight dimensions: the pillars that make up the personal leadership philosophy; emotional states of mind brought to bear in meetings; kinaesthetic patterns used during meetings; meeting dynamics; emotional states brought to bear on day-to-day shop-floor engagement; emotional states brought to bear on leadership engagement sessions with other like business leaders; frames of mind governing the day-to-day experiences; and The Magic Language Box. / Business Management and Entr / DBL

A l’heure où les Technologies de l’Information et de la Communication envahissent tous les espaces de notre vie quotidienne et permettent une certaine accessibilité à l’école des enfants handicapés mais en même temps bouleversent l’identité et les missions des institutions scolaires, ces outils nous obligent à interroger les fondations de la transmission et des apprentissages tout particulièrement liées à la maîtrise de la langue. L’étude propose une réflexion sur les perspectives offertes par ces outils, pour mieux prendre en compte les besoins des enfants handicapés moteurs avec troubles associés, en matière d’estime de soi, de réussite et d’autonomie mais également pour mieux révéler et mieux développer les stratégies de ces élèves. D’une part, notre étude décrit, selon une approche ethnographique, l’observation et l’analyse de vidéos de trois élèves en cours d’apprentissage médié par un outil numérique traçant conçu à cette occasion, et les rétroactions réflexives induites à partir des traces produites. D’autre part, notre étude analyse les résultats d’une enquête réalisée auprès d’enseignants spécialisés ayant utilisé notre outil avec centaine d’enfants en situation de handicap. L’enquête interroge les utilisateurs sur nos hypothèses relatives aux traces auditives et visuelles et à l’apport de l’outil en matière de développement de la conscience phonologique, morphologique et syntaxique et l’émergence de la métacognition, afin de conforter ou non les observations réalisés avec les trois enfants. Pour ces enfants présentant un handicap moteur associé à des troubles instrumentaux importants (langagiers, mnésiques, attentionnels…), nous avons privilégié, dans cet outil, le retour vocal comme trace auditive, la personnalisation et l’enregistrement de l’environnement de travail, la réflexivité augmentée sous la forme d’un retour visuel dynamique sur chacune des actions de l’enfant à l’aide d’un module « traceur », et l’enregistrement de tous les événements de l’historique « rejouables » a posteriori, dans un module « film ». Outil utilisé comme moyen de scolarisation et d’apprentissage de contenus, Pictop se veut être, en même temps et avant tout, une aide au développement de contenants de pensées. Cette étude ouvre des perspectives sur des utilisations nouvelles des traces informatiques au service des apprentissages et de l’autonomie, particulièrement importantes pour des enfants handicapés, mais probablement utiles à d’autres élèves. / In our time, Information and Communications Technology (ICT) has become all-pervading in our daily life and allows disabled children more access to the school system, while at the same time drastically changing the way we define the identity and missions of such institution s: ICT tools therefore lead us to question the very foundations of learning and teaching, especially as regards linguistic skills.This study offers a few perspectives on these tools and the possibilities they entail, in order to improve both the assessment of the needs of children with motor disability and associated disorders, in terms of self-esteem, success and autonomy, and the identification and development of strategies for these pupils. Our study first describes, from an ethnographical point of view, the observation and analysis of three videos by three pupils engaged in a course of learning via a digital tracer tool designed especially for the experiment, and the reflexive feedback derived from the traces that were produced. The study then goes on to analyze the results of a survey done with specialized teachers who used our digital tool with a hundred handicapped children. The survey questions users about our initial hypotheses concerning auditory and visual traces, and the tool’s contribution to the development of phonological, morphological and syntactical consciousness, as well as the emergence of metacognition, in order to confirm or disconfirm our observations on the case of the three children mentioned above. For these children with motor disability associated with severe sensory disabilities (linguistic, mnemonic, attention-related) we have privileged, in this tool, vocal feedback as auditory trace, personalization and registering of the work environment, increased reflexivity in the form of a dynamic visual feedback on every action of the child with the help of a “tracer” module, and recording of all events of the history likely to be replayed after the event in a “film” module. A tool used as a means of schooling and learning, Pictop is intended, first and foremost, as an aid to the development of thought contents. This study offers perspectives on new uses of digital traces as an instrument learning and autonomy, especially important for handicapped children, but probably useful to other pupils as well.

Vorliegende Dissertation ist der ethnomethodologischen Forschung zuzuordnen. Ausgangspunkt ist, dass erwachsenendidaktische Praxis in der Regel mit normativen und deduktiven Analyseinstrumenten erforscht wird, wodurch notwendigerweise respondierende Ergebnisse geliefert werden. Vor diesem Hintergrund wird ein Analysemodell entwickelt, das dazu taugen soll, fallbezogen den Selbstausdruck einer bestimmten empirischen didaktischen Realität zu enträtseln, indem deren Äußerungsformen und Bezüge in abduktiver Forschungsmethodik ausgedeutet werden. Ich nenne dieses Verfahren „handlungshermeneutisch“. Es ist zielführend zur Erschließung von Teilsinn und übergeordnetem Sinn. Das didaktische Analysemodell, das ich im Verlauf der Dissertation auf den Begriff des „alltagsdidaktischen Konfigurationsmodells“ bringe, kann sowohl zur Klärung eigener wie auch fremder Praxis, d.h. selbstdeutend versus fremddeutend verwendet werden. Mit dem alltagsdidaktischen Konfigurationsmodell möchte ich einen Beitrag zur praxisrelevanten erwachsenenpädagogischen Theoriebildung leisten. / The didactics of adult education are usually studied with normative and deductive analytical instruments, which tend to produce results that merely confirm the researcher’s initial observations. This dissertation—an ethnomethodological case study—develops an analytical model for helping the learning facilitator arrive at the self-explication of a specific empirical and didactic reality by interpreting its constituent social and behavioral patterns and aspects through an abductive procedure the author calls “hermeneutics of action”. It effectively informs the decoding of both a specific and an overall context. This analytical tool, which the author comes to name the “everyday didactic configuration model”,can illuminate the inside and outside perspectives on one’s own pedagogical techniques. The model is intended as a contribution to theory-building fruitful for the andragogical community of practice.

Submitted by Fabricia Fialho Reginato (fabriciar) on 2015-07-22T23:06:10Z No. of bitstreams: 1 FlavioBrambillaAdm.pdf: 1877397 bytes, checksum: 24dd94e8a02b59726d9ea5487b5c9646 (MD5) / Made available in DSpace on 2015-07-22T23:06:10Z (GMT). No. of bitstreams: 1 FlavioBrambillaAdm.pdf: 1877397 bytes, checksum: 24dd94e8a02b59726d9ea5487b5c9646 (MD5) Previous issue date: 2010-12-23 / Nenhuma / A co-criação de valor é uma prática imperativa no ambiente do serviço. Em certos casos é uma condição de qualidade, mas em outros, imprescindível, como ocorre na educação. Entender a educação como um encontro de serviço não significa reduzir a importância desta atividade, mas sim qualificar suas práticas dentro de parâmetros conhecidos e qualidade pré- determinada. A Educação Superior Privada domina o panorama brasileiro, com números acima do patamar de 80% dos futuros profissionais, dos quais os de negócios aparecem como a maior categoria de discentes formados todos os anos. Diferenciar a mercantilização da educação de uma educação conduzida dentro da lógica do serviço é pertinente, visto que no entendimento deste estudo, os parâmetros educacionais históricos são carregados do viés ideológico, que pode ser substituído por métricas de qualidade isentas de ideologia, trocando esta por parâmetros concretos, com vistas à maior qualidade de conteúdo possível. Com base na Teoria da Autodeterminação e motivação acadêmica dos alunos de graduação, o estudo busca identificar o ponto crucial do ensino privado no qual o estudante como consumidor é direcionado a uma realidade mais próxima da ideal para aprendizagem, que é uma face híbrida desta prerrogativa, na qual o estudante é um co-produtor no locus educacional. Por intervenção de Etnometodologia, através da aplicação da técnica de Vignettes para estudantes do ensino superior privado, identificou-se como a co-criação de valor se adapta ao setor de ensino. Os resultados destacam especialmente o papel da autodeterminação como elemento central para co-criação, através da motivação intrínseca (desejo de aprender) em sua tênue relação com motivação extrínseca (avaliação). Identifica-se também que os estudantes podem ou não estar predispostos à co-criar, o que se manifesta em três comportamentos (os que desejam interação, os que não interagem por falta de estímulo, e aqueles que não gostam do trabalho coletivo). O entendimento dos estudantes sobre valor é limitado em utilitariedade. / The co-creation of value is an imperative practice in the atmosphere of service. In certain cases, a superior quality condition, but in other, indispensable, as it happens in the education. Understand the education as a service encounter doesn't mean reduce the importance of that activity; means increase the quality of practices through evident parameters and previous guaranteed quality. The Private Higher Education dominates the Brazilian scenario, with numbers above the 80% of the future professional forges; the majorities are business students, which appear as the bigest category of graduated students per year. Differentiate the education saled of an education matched inside the service logic is pertinent, because in the understanding of this study, the traditional educational parameters are loaded by the ideological inclination, that could be changed for quality metrics that extrapolate simple ideology, changing that practice for concrete parameters based in the increasing of the academic quality content. Based on Self-Determination Theory and academic motivation of undergraduate students, this research aims the identification of the focal point in private education where the students as consumers are drived to a better learning experience, a hybrid prerogative, in that the student is understood as a co-producer in educational locus. Through Ethnomethodological intervention, based in the Vignettes technic applied to private higher education students, the co-creation of value was identified as an adequate practice. The results specially identify the importance of the self-determination as a central element in co-creation, stimulated by intrinsic motivation (the wish to learn) and the thin relation with extrinsic motivation (evaluation). This study identifies that the co-creation is not always well undertood by students, and they expressed at least three types of behavior (wish to co-create, the non interactive behavior because is not a commom practice, and the preference to not work collectively). The students understanding about the concept of value is limited to utility.

本文試圖探究行動電話於當代普及所帶來的影響。一直以來，網際網路及隨之而生的「模控空間」都被看作是我們這個時代最重要的媒介與文化發展。然而，晚近十年間的電子媒介技術發展卻顯示出，行動電話已然成為網際網路之外同樣影響人們日常生活甚鉅的一種媒介。甚至，如同Howard Rheingold所指出的，它已逐漸地改變了我們當下與未來的生活形式。循此，簡言之，本文的目的即在於，試圖理解行動電話所帶來的是什麼樣的生活世界，以及這又是如何可能的？在回答此一問題時，本文所採取的基本理論觀點與分析架構乃是一種試圖超越過去技術決定論的新取徑。亦即，立基於「人─技術─世界」相互關連的關係性基礎上，本文主張，人們日常使用與操作技術的實作實際上總是展開於技術物所形塑的結構脈絡之中，同時，此一結構脈絡本身卻也是由人們的實作過程「有方法地」反身維繫與再建構的。換言之，本文將說明，實際上行動電話普及所帶來的影響不僅僅導因於技術特性的結構作用，同時也是人們日常實作持續建構與維繫的結果。 更清楚地說，在論文中我們指出了行動電話普及所導致的結構性變遷與影響為（1）由行動電話「水平嵌合」的延伸形式所帶來的「混雜實在」。也就是說，行動電話的使用者實際上是處於一種「雙面舞台」的情境之中。透過行動電話的中介，人們如今理所當然地將其脈絡視為是混雜交織著虛擬／物質、遠處／近在的指涉。（2）源自於行動電話「流動」的技術特性而逐漸形成的「即刻化時間」與「個人化社會空間」的時空框架。正是在這一轉變的時空框架中，浮現了本文稱之為「隨傳隨到的個人社群」的新形態人際關係樣態。而這些結構性的變遷與影響，在本文看來，同時也是人們日常實作持續「有方法地」完成、維繫與再生產的產物。以俗民方法學為基礎，本文回到實際日常使用與操作行動電話的實作過程中，探究人們是如何有方法地完成「打行動電話」的日常生活。例如，我們指出了「體現」與「轉譯」乃是人們操作行動電話理所當然地依賴著的方法；此外，由於「打行動電話」的實作仍「在」當下既存的互動場景之中，其完成也就有賴於「協同實作」的打造；人們的實作也顯示出，並不只是由於行動電話的技術特性與設計，更是因為人們總是有方法地管理、完成「打行動電話」的過程，人際之間的連結才呈現為「個人化即刻連繫」之樣態。 總之，藉由這些觀察與分析，本文試圖指出行動電話造就的「結構」實際上也是實作建構的產物。然而，雖然本文主張人們實際上參與了框限著自身的「結構」的建構，但這並不意味著人們就必然只能如此生存著。相反地，從「人─技術─世界」的相互關連來看，既然我們的日常生活並非單純由「技術」所決定的、既然我們的生存樣態同樣也取決於自身的「實作」，本文在最後試圖說明的便是，我們也就總是有著「不必然如此」的可能性。藉由三個案例的呈現，本文說明了「多元」的行動電話使用與操作實作如何可能。些實作並不是意圖正面對抗、顛覆既那些與行動電話實作相關的既有「常識」與「預設」，但在其迴避、繞道、偏離與走出的各種形式中，我們卻能清楚地看到實際行動電話的使用與操作中，如何不斷地逾越了既有的軌跡與秩序。換言之，回過頭來，本文試圖說明的是，「理解」行動電話同時也意味著我們必須要在各種「捨」與「得」的權衡之中做出選擇。在每一刻的行動電話操作實作之中，我們不僅選擇了如何完成當下的秩序，同時也選擇了走向什麼樣的「行動未來」。這不僅是「如何生活」──亦即，如何使用行動電話的選擇──的問題，同時也是關於「如何存在」──亦即，在更根本的層次上成為什麼樣的存有──的反思。 / This thesis attempts to discuss the impacts brought by the prevalence of mobile phones. Although the Internet and the cyberspace have been thought as the most important media and cultural development of our age, the progress of the electronic media in recent decade has showed that mobile phones have also brought important structural changes in our life. Accordingly, what we want to understand is how mobile phones have changed our life world. In response to this question, the thesis adopts a new approach which goes beyond the traditional technological determinism. That is, based on the interrelationship of the “human-technics-world”, it proposes that the everyday technological practices always unfold in the context structured by our technics, and the structured context itself is also, at the same time, constructed reflexively by user’s technological practices. First, the thesis indicates the structural changes brought by mobile phones as follows: (1) the “hybrid reality” emerging from the extending and mediation of mobile phones; (2) the “immediatization of time” and the “individualization of social space” resulted from the widespread use of mobile phones. Second, based on ethnomethodology, we explore how the user accomplishes the everyday “using” of the mobile phone skillfully and reflexively. The investigation shows that, for example, (1) the user, while using the mobile phone, depends upon the methods of “embodiment” and “translation”, and takes them for granted; (2) the accomplishments of the using practices actually are the products of the “cooperation” between the user and the members at the scene because the user is still “in” the present situation; (3) the using practices also show that the “individualized and immediatized connection” which emerges as the figure of our interpersonal relationship is not only due to the technical characteristics of mobile phones, but also the product of user’s skillful using practices. Third, although the thesis advocates that the everyday using practices reflexively construct the structural changes which in turn shape the practices themselves, it also attempts to point out that we still have the possibility of transgressing the given structural constraints. We explicate, by three cases, how different and multiple ways of mobile phone using are possible. These “variant practices” do not represent the opposition and the subversion of the given structure shaped by mobile phones, but indicate that we still could choose different ways of using, and different kinds of life.

This study investigates the everyday practices of young children acting in their social worlds within the context of the school playground. It employs an ethnographic ethnomethodological approach using conversation analysis. In the context of child participation rights advanced by the United Nations Convention on the Rights of the Child (UNCRC) and childhood studies, the study considers children’s social worlds and their participation agendas. The participants of the study were a group of young children in a preparatory year setting in a Queensland school. These children, aged 4 to 6 years, were videorecorded as they participated in their day-to-day activities in the classroom and in the playground. Data collection took place over a period of three months, with a total of 26 hours of video data. Episodes of the video-recordings were shown to small groups of children and to the teacher to stimulate conversations about what they saw on the video. The conversations were audio-recorded. This method acknowledged the child’s standpoint and positioned children as active participants in accounting for their relationships with others. These accounts are discussed as interactionally built comments on past joint experiences and provided a starting place for analysis of the video-recorded interaction. Four data chapters are presented in this thesis. Each data chapter investigates a different topic of interaction. The topics include how children use “telling” as a tactical tool in the management of interactional trouble, how children use their “ideas” as possessables to gain ownership of a game and the interactional matters that follow, how children account for interactional matters and bid for ownership of “whose idea” for the game and finally, how a small group of girls orientated to a particular code of conduct when accounting for their actions in a pretend game of “school”. Four key themes emerged from the analysis. The first theme addresses two arenas of action operating in the social world of children, pretend and real: the “pretend”, as a player in a pretend game, and the “real”, as a classroom member. These two arenas are intertwined. Through inferences to explicit and implicit “codes of conduct”, moral obligations are invoked as children attempt to socially exclude one another, build alliances and enforce their own social positions. The second theme is the notion of shared history. This theme addresses the history that the children reconstructed, and acts as a thread that weaves through their interactions, with implications for present and future relationships. The third theme is around ownership. In a shared context, such as the playground, ownership is a highly contested issue. Children draw on resources such as rules, their ideas as possessables, and codes of behaviour as devices to construct particular social and moral orders around owners of the game. These themes have consequences for children’s participation in a social group. The fourth theme, methodological in nature, shows how the researcher was viewed as an outsider and novice and was used as a resource by the children. This theme is used to inform adult-child relationships. The study was situated within an interest in participation rights for children and perspectives of children as competent beings. Asking children to account for their participation in playground activities situates children as analysers of their own social worlds and offers adults further information for understanding how children themselves construct their social interactions. While reporting on the experiences of one group of children, this study opens up theoretical questions about children’s social orders and these influences on their everyday practices. This thesis uncovers how children both participate in, and shape, their everyday social worlds through talk and interaction. It investigates the consequences that taken-for-granted activities of “playing the game” have for their social participation in the wider culture of the classroom. Consideration of this significance may assist adults to better understand and appreciate the social worlds of young children in the school playground.