Download Ethnomethodology at Play (Directions in Ethnomethodology and by Peter Tolmie, Mark Rouncefield PDF

By Peter Tolmie, Mark Rouncefield

This publication outlines the explicit personality of the ethnomethodological method of 'play'; that's, to daily recreation and rest actions that individuals typically have interaction in for leisure, at domestic or as a 'hobby'.

With chapters on cooking, operating, taking part in tune, dancing, mountain climbing, crusing, fly fishing and going out for the day as a relatives, Ethnomethodology at Play offers an creation to the major conceptual assets drawn upon via ethnomethodology in its reviews of those actions, while exploring the way during which humans 'work' at their daily leisure.

Demonstrating the breadth of ethnomethodological research and displaying how no subject is past ethnomethodology's primary respecification, Ethnomethodology at Play units out for the intense reader and researcher the perfect contribution of ethnomethodology to sociological reports of activity and rest and traditional household hobbies. As such this groundbreaking quantity constitutes an important contribution to either ethnomethodology and sociology in most cases, in addition to to the sociology of game and rest, the sociology of household and everyday life and cultural experiences.

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Additional resources for Ethnomethodology at Play (Directions in Ethnomethodology and Conversation Analysis)

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A: Top. Top shelf. M opens door wider. A: That’s it, yeah. M puts chicken into freezer and closes door. A: Cheers A goes back to chopping board and continues to cut chicken into smaller pieces, mounding cut segments up at back of board. When A finishes cutting chicken he shifts it all into single mound in centre of board. Then goes and puts knife in sink. Puts trimmings into bin, rearranging binbag in bin as he does so. Then washes hands at sink. After this he rinses the knife, squirting some washing up liquid on it and rubbing it with sponge.

Puts towel back on chair. Pauses for a moment then picks up small bowl from the draining board. Inverts it and peers into it. A: That’s dry. Takes it over to the scales and puts it on them and resets the scales to read zero. A: (Walking over to look at recipe) Sugar. One seventy-five of sugar. … A: (Pouring more sugar into bowl) One thirty-two (carries on pouring) One seventyseven, one seventy-eight Puts bag of sugar down on board. Goes to look at recipe. A: One seventy-five, we’ll take a bit out of there.

Thus we also find that hearing can become a feature of certain judgments. In Example 13 A brings attention to a potential problem with how the dish is cooking, namely that it is ‘going too fast’, it is ‘too busy’. This typically refers to the bubbling sounds that come from a pot, though for some dishes it could be judgments about sizzling, hissing, and so on. Example 13: The sound of food A stirring contents of saucepan with a wooden spoon. A: Can you hear that? ) it’s going too fast. Stirs contents of pan again.

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