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Abstract While always an interdisciplinary endeavour, rapid growth in the fields of Ethnomethodology (hereafter EM) and Conversation Analysis (hereafter CA) has led to the broader application of EM/CA methodologies and the engagement of researchers from beyond the more traditional fields of sociology and linguistics. EM/CA methodologies are being used to both understand the orderliness of social interaction and also to address specific institutional issues, in this instance in higher education settings. This paper explores the challenges inherent in using these approaches to researching institutional relationships, particularly when a primary aim of the research is to inform practitioners of practices used within institutional settings. We argue the need to draw on a variety of analytical tools to understand in situ practices alongside other lenses to translate these understandings of institutional practice to practitioners. Drawing on data from a study of audio-recorded conversations between supervisory and preservice teachers during the school-based professional experience component of initial teacher education, our analysis illustrates how the tools of conversation analysis and membership categorization analysis reveal the intricacies of how supervising and preservice teachers negotiate issues of asymmetry and position themselves through references to specific institutional documents. We then use the work of Dorothy Smith to support the translatability of descriptive findings to support interventions in the field. We use this example to demonstrate the affordances of using various analytic tools in complementary ways to overcome methodological challenges and provide new insights into institutional relationships and inform future practice. Highlights • Proposes the combined use of analytical tools to translate EM/CA findings to inform both method and practice. • Explores the ongoing development of CA methods, focusing on moves to applied Conversation Analysis. • Discusses the changing nature of academic research and positioning of CA researchers within disciplinary fields. • Illustrates the affordances of combining analytical tools from CA, MCA, and the work of Dorothy Smith in uncovering patterns and theorising approaches to interactions between preservice teachers and supervising teachers in school-based professional experience. [ABSTRACT FROM AUTHOR]

The paper analyzes rights-based and economic approaches to the provision of health care and education in developing countries. It assesses the foundations and uses of social rights in development, outlines the economic approach to health care and education, highlights differences and similarities, and assesses the hard questions that the economic critique poses for rights. The paper argues that the policy consequences of the approaches overlap considerably. Differences include the consequences of long-term deprivation, metrics for tradeoffs, and the behavioral distortions of subsidies. But the differences are not irreconcilable, and advocates of the approaches need not regard each other as antagonists. [Copyright &y& Elsevier]

Medicalization is a central topic of concern in the sociology of disability and of health and illness. In this paper, I examine how medicalization is inequitably applied and circulates in the context of schools, specifically in serving students with educational disabilities. My aim is to advance understandings of medicalization through this case. Using a mixed-methods design, I first show, descriptively, how race and gender intersectionally predict educational disability status in a dataset of all Wisconsin public school students. Next, I examine how racial and gender disparities in disability status are produced at the micro level, using interviews with 27 Wisconsin teachers, including in-depth discussions of 73 individual students that were struggling academically or behaviorally. My quantitative findings show variation by race, gender, and disability category: White children have higher probability of special education receipt than comparable children of color for academic difficulties, but lower probability for behavioral difficulties, and girls have lower probability than comparable boys overall. My interview data suggest that these disparate outcomes reflect stratified medicalization processes, in which institutional constraints, status beliefs, and cultural discourses of race and gender shape both stratified noticing of schooling difficulties and stratified interpretation of those difficulties as medicalized conditions. • White children and boys are more likely than comparable peers to receive special education for higher-status disabilities. • Children of color and boys are more likely than comparable peers to receive special education for lower-status disabilities. • These inequalities are explained by stratified definitional processes of medicalization by teachers. • Institutional constraints and cultural discourses of race and gender shape stratified medicalization processes. • These processes include stratified noticing and stratified interpretation of students' difficulties. [ABSTRACT FROM AUTHOR]

Abstract: This paper is a reflection on the way that a background in sociocultural theory and research actually saved my teaching career by allowing me to shift from being a dispenser of knowledge to a cultural neophyte attempting to understand where he is. Teaching then is understood as a reading exercise which is undertaken in a particular place which itself needs to be read by the effective teacher. This is a narrative inquiry into practice which represents an attempt to understand my own teaching career in the light of provocative essay “How education backed the wrong horse” in which he argues that anthropology would have made a better choice for a foundational discipline for education than psychology. I conclude with some thoughts on what this perspective implies for literacy instruction. [Copyright &y& Elsevier]

In research on the social capital of individuals, there has been little standardisation of measurement instruments, and more emphasis on measuring social relationships than on social resources. In this paper, we propose two innovations. First, a new measurement method: the Resource Generator; an instrument with concretely worded items covering `general' social capital in a population, which combines advantages of earlier techniques. Construction, use, and first empirical findings are discussed for a representative sample (N = 1004) of the Dutch population in 1999-2000. Second, we propose to investigate social capital by latent trait analysis, and we identify four separately accessed portions of social capital: prestige and education related social capital, political and financial skills social capital, personal skills social capital, and personal support social capital. This underlines that social capital measurement needs multiple measures, and cannot be reduced to one total measure of indirectly `owned' resources. Constructing a theory-based Resource Generator is a challenge for different contexts of use, but also retrieves meaningful information when investigating the productivity and goal specificity of social capital. [ABSTRACT FROM AUTHOR]

This paper describes educational differences in starting excessive alcohol consumption during 61/2 years of follow-up among 1648 initially alcohol-consuming Dutch adults. The longitudinal GLOBE study provides the unique possibility to study explanations for educational differences due to the collection of extensive baseline information on educational level, alcohol consumption, stressors (tension reduction theory) and vulnerability indicators (differential vulnerability theory) in 1991. Alcohol consumption was again assessed in 1997. We report that lower educated people were almost three times more likely to start excessive alcohol consumption during follow-up compared to the highest educated persons. Both educational differences in exposure to stressors (financial problems) and vulnerability (low social support) contributed to the educational differences in starting excessive alcohol consumption and explained 23% of the educational variation in starting excessive alcohol consumption. Remaining educational differences were however still statistically significant. These results are discussed with regard to implications for interventions and possible additional explanatory mechanisms. [Copyright &y& Elsevier]