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Fourth section

Fourth section. Tyler Schnoebelen Questions? Tylers at stanford. Agenda. Ochs and Taylor (1995) Mid-term review Send me questions in e-mail and I’ll compile ‘em for everyone There are no stupid questions And even if there are, I’ll keep the questions anonymous, so no one will know.

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Fourth section

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  1. Fourth section Tyler Schnoebelen Questions? Tylers at stanford

  2. Agenda • Ochs and Taylor (1995) • Mid-term review • Send me questions in e-mail and I’ll compile ‘em for everyone • There are no stupid questions • And even if there are, I’ll keep the questions anonymous, so no one will know

  3. What’s the point?

  4. Methods • Dinner conversations for 7 middle-class white families (1987-1989) • One 5 y/o, one older sibling minimum • 100 past-time narratives for this study • Conversational analysis • Definition of roles (protagonist, introducer, recipient, etc)

  5. Power and gender • “In the family context, issues of gender and power cannot be looked at as simply dyadic, i.e., men versus women as haves versus havenots.” (Ochs and Taylor 1995) • “Gender is not an individual matter at all, but a collaborative affair that connects the individual to the social order.” (Eckert and McConnell-Ginet 2003: 31)

  6. “Problematize” • An ugly word, a useful idea • When someone renders an action, condition, thought, or feeling as problematic (or possibly problematic) • Some ways to problematize: • Question the truth, credibility; throw doubt on the situation • Point out negatives (it’s thoughtless, dangerous) • Suggest incompetence, lack of self-control • “Unfair, rude, excessive”

  7. Stages • Stage one • Mothers introduce narrative • A locus of power! • Stage two • Ah, but how ephemeral—fathers get a platform for monitoring and judging • Stage three • Mothers strive to reclaim control • But this is a cycle

  8. Why do mothers bother?

  9. Midterm review

  10. Your questions, first and foremost

  11. Some questions • If you want to build a model of “meaning making”, what sorts of things do you need to include? • Why is gossip in a section about meaning making? • How do various authors use the metaphor of “the market”? • Does it matter whether you use a masculine pronoun for generic situations? Why or why not?

  12. New takes on old words • Desire • Negotiation/construction/production • Labels • Stereotypes • Sex/gender • Institutions • Legibility • Iterability • Discursive • Face • Context

  13. New-ish words and phrases • Heteronormativity • Indexicality • Imagined communities • Hall of mirrors • Heterosexual market • Gender binary • Gender order • Essentialism • Variation • Social practice • Communicative competence • Intersubjectivity • Interlocutor • Recursiveness

  14. Compare and contrast • Queer Theory and Radical Feminism • The discourse turn, the performance turn • Interpretations of Lakoff (1972) • Difference vs. dominance • Prescriptivism vs. descriptivism • Speech community, community of practice, network • Back-channels vs. interruptions

  15. Nested terms • Speech activities (situations, activities, events, acts) • Types of speech acts (performative) • Conversation roles • Linguistic disciplines • Especially sociolinguistics

  16. Beyond the classroom • Hold on to your wallet when people use these words: • Neutral • Natural • Common sense • Objective

  17. Beyond the classroom II • Pay attention to where things come from • How is meaning getting made? By whom? • It can be useful to be a problematizer; it can be useful to recognize problematizing from others

  18. Beyond the classroom III • When reading about gender differences (or differences between any social categories), watch out for monolithic statements • What about differences among women, for example • When do differences within each group outweigh differences between groups • How can you detect a “hall of mirrors”?

  19. Beyond the classroom IV • “Frames” are a really useful concept—we’ll talk more about these after the mid-term. • See Eckert & McConnell-Ginet 2003: 105

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