The studies in this book take an ethnomethodological approach to educational phenomena. Ethnomethodology's concern is with the locally accomplished and situated character of social order. With reference to educational phenomena, this means that ethnomethodology investigates how the 'natural facts' of educational life, such as daily activities in school classrooms, are produced as such in the first place, rather than taking for granted the recognisability of these facts and then theorising their explanation. In this sense, ethnomethodological studies contrast markedly with other approaches to the study of education. Each of the chapters in the book consists of a new and original study. Collectively, they exhibit the continuing vitality of this tradition and demonstrate ethnomethodology's special commitment to the analysis of educational phenomena as locally ordered and accomplished.
1. Contributors; 2. 1. Ethnomethodology and Local Educational Order (by Hester, Stephen K.); 3. 2. Classrooms as Installations: Direct Instruction in the Early Grades (by Macbeth, Douglas); 4. 3. The Boundaries of Writing: Paying Attention to the Local Educational Order (by Heap, James L.); 5. 4. Unravelling the Fabric of Social Order in Block Area (by Danby, Susan); 6. 5. Public and Pedagogic Morality: The Local Orders of Instructional and Regulatory Talk in Classrooms (by Freebody, Peter); 7. 6. Socio-Logic and the 'Use of Colour' (by Armour, Lou); 8. 7. The Local Order of Deviance in School: Membership Categorisation, Motives and Morality in Referral Talk (by Hester, Stephen K.); 9. 8. Task, Talk and Closure: Situated Learning and the Use of an 'Interactive' Museum Artefact (by Hemmings, Terry); 10. 9. The Availability of Mathematics as an Inspectable Domain of Practice through the Use of Origami (by Livingston, Eric); 11. 10. Instructional Matter: Readable Properties of an Introductory Text in Matrix Algebra (by Sharrock, Wes); 12. Appendix; 13. Bibliography