Talk, Mobility and Materialities: Pedagogical Interaction When Learning to Cycle and Ski Cross Country

Research output: Contribution to conference without publisher/journalConference abstract for conferenceResearchpeer-review

100 Downloads (Pure)

Abstract

The intersection of the quotidian practices of social interaction, learning and mobility outside of the classroom – for example, the ways in which talk shapes how children learn to be actively mobile – has been little studied until recently. This paper develops a social interactional approach to analysing talk and mobile action in what are arguably two quintessentially Nordic mobility practices, namely cycling and skiing. More specifically the focus is on investigating and comparing how a child learns to cycle in a bike-friendly urban infrastructure, and how a child learns to ski cross-country, both within the context of familial social interaction. Audiovisual data was collected with mobile video cameras from family bike rides in Denmark and family skiing in Finland, in which among other things a parent instructs and guides a child to bike or to ski. Using an EMCA approach, the analysis locates similarities and differences in how specific materialities are made salient in interactional practices. For example, caregivers talk about weather and surface conditions as a resource for instructed mobile action. Also, a route, a trajectory or a line of movement in a mobile formation is collaboratively constructed in interaction by the participants as part and parcel of their kinaesthetic experience of the respective material environment and infrastructure. Especially when skiing, the more malleable snowscape is (re)territorialised by laying down tracks, which can be reused by participants, both in the same session and across sessions. In this way, these tracks can shape and habituate future mobile actions and immanent pedagogical activities, as well as provide a resource for interactional memory work, eg. for talking about a prior instructed (inter)action. The paper also explores the affordances and limitations of a more reflexive, auto-ethnographic approach to collecting data derived from video recordings of activities in which, to different degrees, the researcher is an active subject.
Original languageEnglish
Publication date2012
Publication statusPublished - 2012
Event2nd Nordic Interdisciplinary Conference on Discourse and Interaction - Linköping, Sweden
Duration: 21 Nov 201223 Nov 2012
Conference number: 2

Conference

Conference2nd Nordic Interdisciplinary Conference on Discourse and Interaction
Number2
CountrySweden
CityLinköping
Period21/11/201223/11/2012

Fingerprint

wintersports
interaction
learning
infrastructure
video recording
resources
Denmark
Finland
caregiver
parents
video
classroom
experience

Keywords

  • mobility
  • interaction
  • conversation analysis
  • Cycling
  • materiality
  • Skiing

Cite this

McIlvenny, P. (2012). Talk, Mobility and Materialities: Pedagogical Interaction When Learning to Cycle and Ski Cross Country. Abstract from 2nd Nordic Interdisciplinary Conference on Discourse and Interaction, Linköping, Sweden.
McIlvenny, Paul. / Talk, Mobility and Materialities : Pedagogical Interaction When Learning to Cycle and Ski Cross Country. Abstract from 2nd Nordic Interdisciplinary Conference on Discourse and Interaction, Linköping, Sweden.
@conference{26ebc9f0f88249a3ae8c43a1d69e2d1b,
title = "Talk, Mobility and Materialities: Pedagogical Interaction When Learning to Cycle and Ski Cross Country",
abstract = "The intersection of the quotidian practices of social interaction, learning and mobility outside of the classroom – for example, the ways in which talk shapes how children learn to be actively mobile – has been little studied until recently. This paper develops a social interactional approach to analysing talk and mobile action in what are arguably two quintessentially Nordic mobility practices, namely cycling and skiing. More specifically the focus is on investigating and comparing how a child learns to cycle in a bike-friendly urban infrastructure, and how a child learns to ski cross-country, both within the context of familial social interaction. Audiovisual data was collected with mobile video cameras from family bike rides in Denmark and family skiing in Finland, in which among other things a parent instructs and guides a child to bike or to ski. Using an EMCA approach, the analysis locates similarities and differences in how specific materialities are made salient in interactional practices. For example, caregivers talk about weather and surface conditions as a resource for instructed mobile action. Also, a route, a trajectory or a line of movement in a mobile formation is collaboratively constructed in interaction by the participants as part and parcel of their kinaesthetic experience of the respective material environment and infrastructure. Especially when skiing, the more malleable snowscape is (re)territorialised by laying down tracks, which can be reused by participants, both in the same session and across sessions. In this way, these tracks can shape and habituate future mobile actions and immanent pedagogical activities, as well as provide a resource for interactional memory work, eg. for talking about a prior instructed (inter)action. The paper also explores the affordances and limitations of a more reflexive, auto-ethnographic approach to collecting data derived from video recordings of activities in which, to different degrees, the researcher is an active subject.",
keywords = "mobility, interaction, conversation analysis, Cycling, materiality, Skiing",
author = "Paul McIlvenny",
year = "2012",
language = "English",
note = "2nd Nordic Interdisciplinary Conference on Discourse and Interaction, NORDISCO ; Conference date: 21-11-2012 Through 23-11-2012",

}

McIlvenny, P 2012, 'Talk, Mobility and Materialities: Pedagogical Interaction When Learning to Cycle and Ski Cross Country' 2nd Nordic Interdisciplinary Conference on Discourse and Interaction, Linköping, Sweden, 21/11/2012 - 23/11/2012, .

Talk, Mobility and Materialities : Pedagogical Interaction When Learning to Cycle and Ski Cross Country. / McIlvenny, Paul.

2012. Abstract from 2nd Nordic Interdisciplinary Conference on Discourse and Interaction, Linköping, Sweden.

Research output: Contribution to conference without publisher/journalConference abstract for conferenceResearchpeer-review

TY - ABST

T1 - Talk, Mobility and Materialities

T2 - Pedagogical Interaction When Learning to Cycle and Ski Cross Country

AU - McIlvenny, Paul

PY - 2012

Y1 - 2012

N2 - The intersection of the quotidian practices of social interaction, learning and mobility outside of the classroom – for example, the ways in which talk shapes how children learn to be actively mobile – has been little studied until recently. This paper develops a social interactional approach to analysing talk and mobile action in what are arguably two quintessentially Nordic mobility practices, namely cycling and skiing. More specifically the focus is on investigating and comparing how a child learns to cycle in a bike-friendly urban infrastructure, and how a child learns to ski cross-country, both within the context of familial social interaction. Audiovisual data was collected with mobile video cameras from family bike rides in Denmark and family skiing in Finland, in which among other things a parent instructs and guides a child to bike or to ski. Using an EMCA approach, the analysis locates similarities and differences in how specific materialities are made salient in interactional practices. For example, caregivers talk about weather and surface conditions as a resource for instructed mobile action. Also, a route, a trajectory or a line of movement in a mobile formation is collaboratively constructed in interaction by the participants as part and parcel of their kinaesthetic experience of the respective material environment and infrastructure. Especially when skiing, the more malleable snowscape is (re)territorialised by laying down tracks, which can be reused by participants, both in the same session and across sessions. In this way, these tracks can shape and habituate future mobile actions and immanent pedagogical activities, as well as provide a resource for interactional memory work, eg. for talking about a prior instructed (inter)action. The paper also explores the affordances and limitations of a more reflexive, auto-ethnographic approach to collecting data derived from video recordings of activities in which, to different degrees, the researcher is an active subject.

AB - The intersection of the quotidian practices of social interaction, learning and mobility outside of the classroom – for example, the ways in which talk shapes how children learn to be actively mobile – has been little studied until recently. This paper develops a social interactional approach to analysing talk and mobile action in what are arguably two quintessentially Nordic mobility practices, namely cycling and skiing. More specifically the focus is on investigating and comparing how a child learns to cycle in a bike-friendly urban infrastructure, and how a child learns to ski cross-country, both within the context of familial social interaction. Audiovisual data was collected with mobile video cameras from family bike rides in Denmark and family skiing in Finland, in which among other things a parent instructs and guides a child to bike or to ski. Using an EMCA approach, the analysis locates similarities and differences in how specific materialities are made salient in interactional practices. For example, caregivers talk about weather and surface conditions as a resource for instructed mobile action. Also, a route, a trajectory or a line of movement in a mobile formation is collaboratively constructed in interaction by the participants as part and parcel of their kinaesthetic experience of the respective material environment and infrastructure. Especially when skiing, the more malleable snowscape is (re)territorialised by laying down tracks, which can be reused by participants, both in the same session and across sessions. In this way, these tracks can shape and habituate future mobile actions and immanent pedagogical activities, as well as provide a resource for interactional memory work, eg. for talking about a prior instructed (inter)action. The paper also explores the affordances and limitations of a more reflexive, auto-ethnographic approach to collecting data derived from video recordings of activities in which, to different degrees, the researcher is an active subject.

KW - mobility

KW - interaction

KW - conversation analysis

KW - Cycling

KW - materiality

KW - Skiing

M3 - Conference abstract for conference

ER -

McIlvenny P. Talk, Mobility and Materialities: Pedagogical Interaction When Learning to Cycle and Ski Cross Country. 2012. Abstract from 2nd Nordic Interdisciplinary Conference on Discourse and Interaction, Linköping, Sweden.